Prof. Ben-Peretz represents the position paper of the Committee of the Foundation for Excellence in Education. The trend of excellence in education began in 1942 with British Prime Minister Winston Churchill's statement: "The fate of nations will depend on education." Thus, we can understand what was already known then—that human capital is the most central and quality resource that is available to the State of Israel for  coping with the challenges of the future. The basic assumption of the policy document is that the education system is a foundation of development of that human capital; it is the springboard for future generations, and it must adopt, above all, education for excellence.

In the institution for excellence, we intend to realize the maximum potential of each individual in every subject; and the realization of excellence will bring achievement with it.

The problem is the "brain drain" and the migration of achievers in the sciences to foreign countries. This matter should worry the nation's decision-makers. Without these minds, we will not be able to deal with the problems that will be facing us. Whoever does not heed this problem will pay a heavy price. This is the importance of promoting excellence today. What is actually happening? Already today, the education system and the division for the promotion of excellence and gifted students are doing good work, but it is not sufficient. Israeli society must see the promotion of excellence as a lofty social value, which paves the path of our lives. Today, we are in a state of decline in achievements, compared to hostile nations such as Iran, which is experiencing an improvement in the same criteria. The Israeli public senses this—a public survey that was done for this conference reveals that the achievements of students as a whole in our education system are considered low and that the education system is considered inefficient in confronting the modern world. The teachers are thought to be dealing insufficiently with the need to promote excellence, and 90% of parents, teachers, and administrators see a great need for this; in other words, 90% think that, as is, not enough is being done to promote excellence.

The constant demand for budget expansion is not a substitute for reconsideration of the division of resources within the education system in order to suit the needs of the future. Such a division is difficult, but essential, while within this framework, excellence should be promoted as a true existential need, which today does not appear to be on our list of objectives. This division does not say a thing, but rather illustrates that without systematic support. Even the best will be unable to realize their abilities. In order to allow all Israeli students, and not only the highest achievers, to realize their abilities, we must not give in to anyone, and we must not give up on anyone: that we must not give in to anyone means that we must make demands of students—something that is not being done today; that we must not give up on anyone means that equality in education must take the form of real and equal opportunities in education—we must encourage the entire population, without regard for economic status, gender, race, or religion.

How can we execute this change?

The burden must not be placed exclusively on the education system—the entire community must be obligated to strive for excellence: the municipal authorities, the business sector, etc. Everyone must collaborate in cultivating excellence. Implementing such regional programs, while integrating the business sector, cultural institutions, and organizations that promote excellence, is essential for achieving our set goals—and this, of course, requires targeted investment in scholarships.

Ways to institutionalize the cultivation of excellence – the steering committee decided that words would not suffice, but rather that it would propose objective and operational means. While one of the guiding principles of these recommendations was that excellence calls for freedom and for space; it cannot be confined in a bureaucratic structure. If it is, it cannot be realized.

Recommendations of the committee

1. We must consider the placement of the highest level of students and encourage them by means of the development of multi-disciplinary programs and not only in the exact sciences. This must begin in kindergarten age and continue through higher education. The parents must be partners in this matter, and it is recommended that this be done as it is today—on the basis of geographical distribution.

2. We must include teachers in this process and expand their training to meet the needs of gifted students, as well as teach administrators how to encourage these students. There is also a need to reconsider the matriculation exams as an educational means within this framework.

3. We must require schools to invest resources in education for excellence, one aspect of which is accuracy. It is possible, and even worthy, that we take examples from the world—such programs are successfully implemented abroad. In addition, we must include the business sector in this matter according to the rules that the Education Ministry will devise.

4. The education system must recruit the media in its quest for excellence—without the media, it is impossible to advance anything today. One example of this is the battle against road accidents: it is recommended that such a campaign be adapted by this program as well. If we raise public awareness with regard to value of excellence and turn it into a way of life, as it was in the past in Jewish culture, Islamic culture, Chinese culture, and the culture of the progressive West—we will be able to upgrade our achievements to a class of excellence.