The 2050 Leadership program’s aim is to develop and expand knowledge, 21st Century skills, capabilities, and motivation. Israeli society faces many challenges, resulting in the need to train young leaders and equip them with tools to cope with these challenges. The 2050 Leadership program provides students with means to enhance their personal empowerment, leadership and entrepreneurial skills. The process combines theoretical studies of the subjects, experimentation, research, meetings, and volunteer activities. The program creates meaning that is customized to the students’ abilities, gives them a sense of belonging to a group, and enables them to prosper, progress and lead, as part of the group and of their work with the community.
The leadership program has several objectives, including changing and promoting the school’s environment, strengthening the student’s sense of self-efficacy, strengthening the social-communal discourse within the school’s community, promoting a proactive attitude among students and enhancing their involvement with their community, planning activities in the community and implementing them, and fostering an optimal educational environment, led by the students themselves.
The leadership class empowers students and develops their sense of leadership, establishes and strengthens students’ acquisition of skills, such as leading a team, writing work plans, public speaking, and instructional, marketing, and visibility skills. Students experiment with entrepreneurship and take a course on this subject, and they engage with contents about values and society in the school. The school forms its own leadership group whose aim is to lead processes and promote discourse about values between the school’s students and teachers, and even outside the school. The school matches the program to the various learning subjects. Students take 4 weekly hours of enrichment classes, focusing on developing their leadership, and experimenting with entrepreneurial tools.
The program includes a weekly session of two academic hours led by the homeroom teacher, and the students attend various activity days. The activity days include meetings with guest speakers, various tours, planning, and leading the school’s activity days, and meetings with social activists and people from society’s different communities and sectors, alongside active volunteer work in the community and the school.