The Case of Druze Society and its Integration in Higher Education in Israel
Bibliographic record
Abstract
In this work, we elaborate on the changes and transformations in the Israeli education system (including higher education) from Israel’s independence in 1948 to 2019. Specifically, the study places special emphasis on developments commencing in 1976 in response to the establishment of a separate administrative division for Druze and Circassian Education in the Ministry of Education, and division’s impact on the rate of youngsters who earn matriculation certificates and the number of Druze students attending higher education institutions. of the study analyzes the administrative separation of Druze education in the education system and its effect on the integration of Druze youngsters in higher education in Israel. The current study contributes to our understanding of the development of the Druze education system as a distinct unit in the Israeli Ministry of Education. The findings of this study and its conclusions will contribute to policymakers in the Ministry of Education in general, and policymakers concerning Druze education specifically, seeking to improve educational achievements and apply the insights of the current study to other minority groups to which higher education has become increasingly accessible in recent years.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.015 | 0.020 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.001 | 0.010 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".