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New pedagogies in the 21st century – For Higher Education Teachers

25 November - 14 December, 2018

Steven Johnson, the author of the book “Where Good Ideas Come From”, closes his TED Talk of the same title with the tagline: “Chance favors the connected mind.” By “connected,” Johnson means two things, both of which bear on the problem of learning in higher education today. First, he means connected in the sense of being integrative, making connections between things that seem dissimilar. Second, he means connected in the sense of being socially networked.


The modern world is constantly changing and evolving. Things happen almost too quickly to assimilate, another rapidly supersedes one development, and channels of communication have become ultra-fast. Our educational systems are up in a world of sophisticated and constantly improving technologies, including the web, smart phones, e learning, and distance education. These circumstance demand that the educational system in its different levels must continually seek ways to keep up to date with current trends and methods in order to ensure that it meets student’s needs.


Universities have always  been affected by international trends and to a certain degree operated within a broader international community of academic institutions, scholars, and research. Yet, 21st century realities have magnified the importance of the global context.


As higher education expands, we cannot always rely on human ingenuity to overcome its inadequacies. It is always possible to defend the inspirational lecturer, the importance of academic individuality, the value of pressuring students to work independently, but we cannot defend a mode of operation that actively undermines a professional approach to teaching. Lecturers need to know more than just their subject. They need to know the ways it can come to be understood, the ways it can be misunderstood, what counts as understanding: they need to know how individuals experience the subject.


However, lectures are neither required nor enabled to know these things. The ‘professionalization’ of teaching practice in higher education is becoming more important as universities try to respond to an increasingly diverse and discerning student population, issues relating to standards and quality, growing international competition, and generally ‘doing more with less’.


The course offered by the Ofri International Educational Training Center in this regard presents an integrated program focused in innovative pedagogic approaches in education with a holistic approach, new practical ideas, professional growth, hands-on experience, exposure to new materials, methodological tools and combined with reflection on the learning experience process.


The content of the course answers the Pedagogical challenges described in this concept paper with the objective of promoting academic quality and delivering learning experiences. Above all, this training course is aligned with the Sustainable Development Goals. Higher Education is the last opportunity as a society to prepare the future generations to be good citizens and get decent work. Goal 4 (Quality Education) intends to "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" and this is part of the objective of enhancing higher education around the world. Moreover, significant educational processes at this level, will provide these students Decent Work and society, in a broader view, Economic Growth (Goal 8).


-          Support the integration and the implementation of 21st century education skills.

-          Facilitate progressive thinking, leading to educational breakthroughs.

-          Prototype, develop, and implement new teaching paradigms, methods, and tools.

-          Provide new tools and knowledge on the implementation and development of Innovation and technology.

-          Promote and create a learning environment that leads the students to experiment Innovative methods and practices.

-          Create tools for communication, collaboration and teamwork.

-          Development of reflective practice and peer review of teaching.

-          Explore what an interpretive and critical perspective might mean for curriculum construction and change efforts in educational institutions.


Main Subjects


-          Teaching, supervising and learning in higher education

-          Understanding student learning

-          Encouraging student motivation

-          Teaching quality, standards and enhancement

-          Establishing teaching and learning credentials

-          ESD in higher education institutes

-          Teaching excellence as a vehicle for career progression

-          Development of ways of thinking: critical, creative, strategic and tactical thinking

-          Effective Pedagogy

-          Presenting the importance of a supportive environment and a community of learning

-          Networking with teachers and educators in order to enhance knowledge, broaden views and generate ideas




·         Lectures and discussions led by experts in various fields.

·         Workshops.

·         Analysis of educational planning through written material and professional visits.

·         Meetings with institutional administrators and acquaintance with projects at the national and regional level.

·         Simulations, panel discussions, and group work.

·         Preparation of final projects by individuals or groups, based on the professional interests of    participants.

·         Study tours at: different types of schools at all levels, educational centers (science, art, etc.) and teacher training institutions and pedagogical resource centers

Social Activities and Tours

The seminar includes organized tours of holy sites and locations of general and historical interest.

Social and cultural activities will be  arranged.



Application Requirements


Higher education staff: Lecturers, Rectors, Curriculum designer, Professional education developers, Lecturers at teacher training institutions.

Application forms should be sent to the relevant Israeli Mission and to the  Ofri Center by or before  25.09.2018



Application forms

Application forms and other information may be obtained at the nearest Israeli mission or at MASHAV’s website: http://mashav.mfa.gov.il/MFA/mashav/Courses/Pages/default.aspx.

Completed application forms, including the medical form, should be sent to the relevant Israeli mission in the respective country.


General Information

Arrival and Departure

Arrival date:                 25.11.2018

Opening date:              26.11.2018

Closing date:               13.12.2018

Departure date:            14.12 2018

Participants must arrive at the training center on the arrival date, and leave on the departure date. Early arrivals/late departures if required, must be arranged by the participants themselves, directly with the hotel/center, and must be paid for by the participant him/herself.


Location and Accommodation

MASHAV awards a limited number of scholarships. The scholarship covers the cost of the training program including lectures and field visits, full board accommodation in double rooms (two participants per room), health insurance (see below) and transfers to and from the airport. Airfares and daily allowance are not included in the scholarship.


Health Services

Medical insurance covers medical services and hospitalization in case of emergency. It does not cover the treatment of chronic or serious diseases, specific medications taken by the participant on a regular basis, dental care and eyeglasses. Health authorities recommend that visitors to Israel make sure they have been inoculated against tetanus in the last ten years. Subject to the full binding policy conditions. Participants are responsible for all other expenses.

The course will be held at the A. Ofri International Training Center, situated in the Ramat Rachel Hotel on the outskirts of Jerusalem. Participants will be accommodated in double rooms (two participants per room).