Background
The National Project for Integrating the Ultra-Orthodox in the High-tech Sector is a collaboration of the Ministry of Labor, JDC-TEVET, and the Coalition for Haredi Employment. The project was designed to address the low rate of ultra-Orthodox workers in the high-tech industry, and the wage gaps among those ultra-Orthodox employed in high-tech. From November 2022 to February 2024, the Myers-JDC-Brookdale Institute conducted an evaluation study of two of the intervention tools implemented in the project: a high-tech specific vocational assessment process and an introductory course to high-tech sampling various areas in the field.
The study goal was to examine whether each of the intervention tools achieved its intended objectives: to assess whether the assessment process improves the participants’ screening process, so that only suitable candidates will proceed to relevant training; and to assess whether the exposure to specific areas of high-tech in the introductory course helps participants understand whether they are suitable for working in that area.
Study Method
In order to meet the study goals, a combined online and telephone survey was conducted with 62 participants who had undergone the assessment process and 71 participants in the introduction to high-tech course. In addition, two focus groups were held with 10 of the introductory course participants, and 7 representatives of the project and the organizations that implement the interventions were interviewed.
Findings
The majority of respondents were ultra-Orthodox (81%) and most of them were men (71% of the participants in the assessment process, 82% in the introductory course). Approximately 40% had some technological knowledge prior to their participation in the project. Before enrolling to the project, some 75% wanted to undergo technological training and 70% wanted to work in the high-tech industry.
The survey indicated that many of the participants in both of the interventions did not know which track to join and what to expect from their participation in the project. The expectations of about half of the respondents were consistent with the goals of both interventions: to know whether they were suited for work in the high-tech industry (52% of the assessment participants and 40% of the introductory course participants) and which high-tech field suited them (53% of the assessment participants and 44% of the introductory course participants). However, 27% of those who completed the assessment process and 37% of those who participated in the introductory course expected to be sent for training at the end of the process, an expectation that was inconsistent with the service actually offered by the program.
The attitudes towards the project of most participants in both tracks were positive. 57% of the assessment participants felt it helped them get to know their skills and occupational tendencies; 25% indicated that it helped them make career decisions and focus on their employment preferences. 79% of the introductory course participants felt the course helped them understand whether they were suitable for employment in the high-tech field they were exposed to. Nevertheless, 35% of the assessment process participants and 43% of the introductory course participants indicated they lacked practical guidance and counseling upon completion of the program. Although according to the original plan of the project, there was no intention to refer participants to training, it seems that many of the participants expected this to happen. In addition, all of the participants who enrolled for technological training after the assessment process, and 68% of those who did so at the end of the introductory course stated that the project did not help them find their training courses.
Intervention Outcomes
75% of those who underwent the assessment process were found to be suitable for a technological occupation or for work in a high-tech company. About 74% of the participants in the introductory course completed the course (26% dropped out, either at the beginning or in the middle of the course).
At the end of the process, about half of the participants in both interventions signed up for high-tech training – 47% of the assessment process participants, and 50% of the introductory course participants. For the participants in the assessment course, the percentage of those who signed up for high-tech training was higher among those who were found to be suitable for work in the high-tech industry (53%), compared to those found unsuitable (22%). Among the participants of the introductory course, there was no significant difference between those who completed the course and those who did not (about 50% of both groups signed up for high tech training).
About a year, on average, after their participation in the project, some twenty percent of the participants were employed in the high-tech field, in a technological position and/or in a high-tech company (21% of the assessment process participants and 18% of the introductory course participants); 16% of the assessment process participants and 13% of the introductory course participants were studying in a technological course; and 11% of the assessment process participants and 7% of the introductory course participants were studying in an institution of higher education.
Summary and Implications for Practice
The findings indicate that the objective of the vocational assessment process was achieved, since a higher percentage of participants who were found suitable for high-tech subsequently signed up for technological training, compared to those found unsuitable (53% compared to 22%).
The findings also show that the objective of the introductory course – to help the participants understand whether they are suitable for employment in a field to which they were exposed – was also achieved, since most reported that the course had helped them reach that understanding, and half of them signed up for technological training after the course. It should be noted that the percentage of participants who signed up for training was similar among those who completed the course and those who dropped out during the course, suggesting that the mere exposure to high-tech may be significant for subsequent enrollment in a training course.
The findings suggest a number of possible courses of action:
- It is recommended to add the vocational assessment process and the introduction to high-tech course to the array of tools used to promote the integration of the ultra-Orthodox in the high-tech industry. This recommendation should be viewed in light of the research limitations and the high percentage of introductory course dropouts who enrolled in technological training.
- Due to the high percentage of participants who signed up for technological training among those who perceived their skills to be suitable for high-tech, it is recommended to target this group among future project candidates.
- Given the respondents’ expectations that at the end of the intervention they will be provided with a referral to a specific training course and personal guidance, it is important to align expectations with the participants upon joining the program, regarding the process they are about to undergo when they join their track. Alternatively, it is possible to add elements of guidance and support to the program (see next bullet).
- It is recommended to create a guidance and support mechanism for participants during the period following their participation in the vocational assessment process or the introductory course. The world of high-tech training and employment is not familiar to most ultra-Orthodox participants, and they need both guidance and support at important career milestones.
Citing suggestion: Ben Meir, E., Shany, H., & Somekh, S. (2024). The National Project for Integrating the Ultra-Orthodox in the High-Tech Sector: Findings of an Evaluation Study. S-235-24. Myers-JDC-Brookdale Institute. (Hebrew)