TAM Report / Israel - Accreditation

GENERAL INFORMATION

TAM title: Towards Quality Employability and Academic Excellence in Teacher Training Colleges

Type of Event: Training

Modality: Online

Country: Israel

Dates: 15 – 16 January 2025

Participants: The TAM involved 13 participants in total, composed mainly of staff members of the Israeli Council for Higher Education (CHE)—specifically the Quality Assessment and Assurance Division, the Accreditation Division, the Policy and Planning Division, as well as NEO staff.

THEMES COVERED

• Accreditation processes for teacher education in Germany and abroad
• ESG-based accreditation vs. national criteria
• Structural characteristics of teacher education systems
• New developments in teacher education
• Steps and practical requirements of programme accreditation
• Composition and roles of expert panels
• Types of accreditation outcomes, conditions, and follow-up procedures
• Comparative reflections on Israel’s current accreditation model

KEY OUTCOMES

During the workshop, participants:

• Developed a clearer understanding of international accreditation practices, including ESG-based models and procedures used in Germany and across Europe.
• Recognised the importance of establishing a unified measurement standard to ensure comparability and consistency across Israeli institutions.
• Engaged in critical discussion on the future direction of accreditation in Israel, including the potential transition toward institutional accreditation.
• Strengthened their capacity to evaluate teacher education programmes by examining concrete examples of expert panel work, decision-making processes, conditions, and follow-up mechanisms.
• Initiated next steps for international cooperation, including meetings with ENQA leadership and continued exchange with Rhine-Waal University of Applied Sciences.

OVERVIEW

The TAM “Accreditation of Programmes of Teachers’ Education” aimed to strengthen the capacity of the Israeli Council for Higher Education in evaluating teacher education programmes. Across two days, participants explored the structure and procedures of teacher education accreditation in Germany and other European countries, examined differences between national and ESG-based criteria, and learned about the practicalities of managing accreditation processes. The programme combined expert presentations, comparative insights, group work, and discussions. Participants also engaged with international examples, learned about typical outcomes and follow-up procedures, and reflected on how Israeli processes align with international standards. The TAM provided a space for critical self-reflection, helping CHE staff reassess their current accreditation model and consider potential reforms, including a shift toward institutional approaches.

THE FOLLOW UP ACTIVITY

Title of the activity: Follow-up meeting with high management of CHE–PBC on conclusions and insights on policy relating to teacher training colleges in Israel

Dates: 4 June 2025

Audience: The follow-up meeting brought together a small group of three senior representatives from the Council for Higher Education / Planning and Budgeting Committee (CHE–PBC), along with the external expert, Ms. Doris Herrmann. The participants were high-level decision-makers involved in steering teacher-training policy and quality assurance reforms.

Description:

The follow-up event consisted of an online meeting which deepened the dialogue initiated during the original TAM and focused on understanding challenges in Israel’s teacher training system, exploring the feasibility of piloting an institutional accreditation model, and aligning national quality assurance approaches with international practices.

The session served as a strategic consultation, allowing senior CHE management and the Chair of the newly appointed Steering Committee on Teacher Training to engage directly with European perspectives. The expert shared additional European resources, best practices, and collaboration opportunities, which will inform the committee’s forthcoming recommendations to the Minister of Education. The follow-up strengthened policy development by linking Israeli reforms with European QA standards, supporting international cooperation, and refining the next steps for structural changes in teacher education.

Enhancing impact: proposed next steps

• Prioritise investment in teacher education and research capacity to strengthen programme quality and long-term system development.
• Enhance collaboration between government bodies, regulators, and higher education institutions to ensure coherent governance of teacher education.
• Re-evaluate and update accreditation frameworks to ensure alignment with international standards, including ESG-based approaches.
• Increase the involvement of traditional universities in teacher training to reinforce academic foundations and improve programme outcomes.
• Consider piloting an institutional accreditation model—initially at a mature institution—to explore its feasibility and added value.
• Develop an internationally aligned criteria set for both programme and potential institutional accreditation, ensuring transparency and consistency.
• Prepare guidelines, tools, and training materials to support institutions and expert panels in implementing revised accreditation models.
• Strengthen international cooperation and benchmarking, including continued dialogue with ENQA and partnerships with European universities experienced in teacher education accreditation.

Resources and background material

• European Commission (2013) Supporting Teacher Educators for better learning outcomes. Brussels: European Commission. Available at: https://school-education.ec.europa.eu/system/files/2024-04/Supporting-Teacher-Educators-for-better-learning-outcomes.pdf