Faq

Questions & Answers

As a parent or guardian preparing to send your student on an educational adventure abroad, or as a student preparing to undertake that journey towards independence, we understand that there are many questions you may have. We hope you will find these commonly asked questions to be informative and helpful.

The IB diploma is a globally recognized educational program developed by the International Baccalaureate Organization (ibo.org). It is designed to equip students with critical thinking skills, a deep understanding of various subjects, and a global perspective, preparing them for university education and beyond. 

One of the distinctive features of the IB diploma is its global standardization of assessment, setting it apart from other high school qualifications. Students from IB schools worldwide are evaluated uniformly by independent examiners from different countries. 

Consequently, IB graduates are highly esteemed, not just in Israel, but also by top universities around the world, making the IB diploma a globally recognized and respected qualification.

While the Bagrut is well-established and widely recognized in Israel, the IB diploma offers a unique set of advantages that can be more aligned with the needs of certain students. Unlike the Bagrut, which focuses more on memorization and standardized tests, IB programmes emphasize critical thinking, research skills, and creativity. 

Instruction in the IB program is conducted in English, which helps students improve their English language skills. This exposure to English not only enhances their linguistic abilities but also prepares them for academic and professional environments where English is commonly used.

The Bagrut program spans three years, while the IB program lasts for two years. Students who are enrolled in the first year of the Bagrut program and are dissatisfied with their education have a unique opportunity to transfer to the 11th grade and enroll in the two-year IB program.

Universities in Israel accept both Bagrut and IB diploma graduates. Whether students hold a Bagrut or an IB diploma, they must take the Psychometric Entrance Test to gain admission to higher education institutions. The Psychometric Test is a separate exam that covers areas such as verbal reasoning, mathematical thinking, and English proficiency. This comprehensive test ensures that all applicants meet a standardized level of academic ability, regardless of their high school curriculum.

It’s a significant advantage that in Israel, both the Bagrut and the IB diploma are equally recognized. Holders of either diploma can apply to universities both in Israel and abroad. Israeli universities highly value graduates with IB diplomas because they trust the rigorous examination process associated with the IB program. This recognition facilitates broader educational opportunities for students, enhancing their prospects for higher education globally.

IB programs in Israel are among the most affordable in the world. For example, the programs at Boyar International or at Givat Haviva (YOUnited) cost less than 4,000 euros per year (This price does not include the cost of boarding school which is optional in Boyar International). This is significantly lower than the tuition fees at European or American IB schools.

The International Baccalaureate Diploma Programme (IB DP) is often considered one of the most prestigious and respected options for an international high school diploma, thanks to its global recognition, rigorous academic standards, and wide range of subjects, including creative, scientific, and humanitarian areas.

Yes, students can apply to Israeli universities with an IB diploma. They will need to additionally pass an exam in Hebrew proficiency.

Boyar International offers students the option to either attend as day students or reside on campus in the boarding school.

Every student is expected to wear a solid colored shirt with the school logo on it. Students may bring their own shirts and have the logo ironed on at a variety of stores in Jerusalem, or they may purchase pre-made shirts from the school. Traditionally students where white school shirts for certain school events or national holidays and students where green shirts for sports classes. In addition to the school shirt/symbol requirement, students are expected to dress appropriately at all times in a way that is respectful of themselves, each other, and the school environment.
Accepted students will receive all the information needed to get the appropriate student visa for their time in Israel. Program staff are available to assist with this process.

Or a religious school? One of the founding principles of the Boyar International program is Jewish peoplehood and as such we are committed to providing a welcoming environment to a diverse group of students from Jewish communities from around the world. We are a non-denominational program, encouraging students to explore and strengthen their own identities in an open-minded and curious atmosphere that celebrates both our common peoplehood and our many differences in a respectful way. Students who identify as orthodox, reform, constructionist, conservative, secular, culturally Jewish, and those still exploring their Jewish identity will all be welcomed and supported at Boyar International.

Students will not be discriminated against on the basis of religion. Non-Jewish student who are comfortable signing up for a school environment that is based around the Jewish and Israeli national calendar will be welcome.

One of the advantages of the IB program are the small class sizes that enable faculty to consider the individual learning style of every student while forming a collaborative group experience in the classroom. In Boyar International, classes typically have an average of 25 students, divided into small groups for different subjects.

Students with a variety of needs and differences are welcome to apply to the international program. Please be in touch with our admissions office to discuss the specific situation and what supports are available. While we strive to support every individual student, we are cognizant of our resources and would not want to place a student in a situation where their needs cannot be accommodated. Our goal is to set every student up for success.

Israel hosts 5 IB schools that offer diverse programs tailored to meet the educational needs of its students. Each school has its own focus.

Boyar International is the IB program at Mae Boyar High School in Jerusalem, one of the oldest and most esteemed schools in Israel. It offers the only IB program in the country that is implemented within a public school framework. Boyar International aims to cultivate a multinational framework of academic excellence and promote global Jewish citizenship.

Boyar International aspires to foster a multinational framework of academic excellence and global Jewish citizenship in Jerusalem for student leaders from Jewish communities around the world.

Analogues of the International Baccalaureate Diploma Programme (IB DP) around the world include various educational programs that also focus on preparing students for university education and developing global skills. Some of the most common analogues include:

  1. American education system: Advanced Placement (AP) programs, provided by the College Board, offer similar opportunities for high school students to study at a higher education level and earn college credits.
  2. British education system: A-levels are a qualification in secondary education that also provides preparation for higher education, similar to the IB DP.
  3. German education system: Abitur is a secondary education qualification in Germany, which also provides students with access to university education.
  4. French education system: Baccalauréat (Bac) is a secondary education qualification in France, providing access to university.
  5. Canadian education system: International Baccalaureate (IB) programs are also widespread in Canada, but there are also alternatives, such as the Ontario Secondary School Diploma (OSSD). These programs offer students the opportunity to receive quality education and readiness for university institutions, although teaching methods and approaches may vary depending on the country and specific program.
There are closed weekends and free weekends at the dorms. On closed weekends students stay on campus and participate in community activities. There is plenty of free time for resting, reading, or whatever students choose to do with their time. During free weekends and most holidays, the dorms are closed and students are encouraged to visit family or family friends, go to host families that school screens in advance, or go to one of our partner-schools and visit with those students in their dormitories. During longer holidays and school vacations the dorms are closed and students may travel inside or outside Israel.
Yes.
Students have supervised excursions off campus as well as designated free time to explore the city. We recommend students use the moovit app for navigating public transportation and encourage them to explore together with their classmates.
The food service team is experienced in catering to a variety of food needs. Vegetarian, vegan, gluten free, allergy restrictions etc can all be accommodated as needed. The dining hall serves a healthy, balanced, kosher menu of 3 meals a day. There is a cafeteria on campus where students can buy food and snacks if they choose.
Both the academic campus and the residential campus are gated and guarded. The academic campus is guarded during school hours and the residential campus is guarded 24/7. It is standard practice in Israel to place guards at the entrance to schools, shopping malls, and many public buildings and offices.
Homesickness is not uncommon when students travel far from home for studies, summer camps, college or other opportunities. We have a dedicated staff and a robust social and emotional support team in place to help our students through the special challenges of international boarding school and the regular challenges of being a teenager.

Dorm rooms are typically set up for 4 students. Each student has a bed, desk, shelf and closet space. Each dorm room has a shower and bathroom. There are communal lounges, rehearsal spaces, activity rooms and outdoor spaces on campus for students to enjoy.

Israeli skies are currently open and families are encouraged to visit during scheduled vacations. Families are welcome to visit the campus after making prior arrangements with the staff. Families are not able to sleep on campus and should consider any of the nearby hotels or holiday apartment rental options. Students are expected to maintain their attendance if/while families are visiting.

Israeli skies are currently open and families are encouraged to visit during scheduled vacations. Families are welcome to visit the campus after making prior arrangements with the staff. Families are not able to sleep on campus and should consider any of the nearby hotels or holiday apartment rental options. Students are expected to maintain their attendance if/while families are visiting.

Yes. Students will be provided with cleaning supplies, guidance, and supervision and will be expected to keep their rooms, bathrooms and other communal spaces clean and organized.

Students are not permitted to light fire of any kind, including shabbat candles, in their rooms. Students are invited to candle-lighting in the dining hall where there are sufficient candles for anyone who chooses to light.

A representative of the school will meet international students at Ben Gurion Airport upon arrival and escort them to our campus in Jerusalem where they can check in to their dorm room and settle in before orientation.

There is wifi in every dorm room and most common areas. The Mae Boyar Educational Campus has been integrating digital learning into the high school curriculum since long before covid. Every student uses a laptop and an online classroom platform as part of their learning experience.

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For more information on how to shape your future, please contact our Director of Outreach and Admissions, Kate Nachman, at: kate.na@kidum-edu.org.il

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Code of Conduct (Continue)

Covid Conduct:

-Maintain hygiene of person and place at all times. Wash hands frequently.

-Masks must be worn indoors and in enclosed spaces. Masks are currently not required outdoors.

-Covid conduct changes as circumstances require. All members of the MBHS community are expected to act always with the best interests and well-being of the entire community at heart.

-Students must be fully vaccinated and eligible for Tav Yarok (Green Pass) to participate in the International Program. Students who are unable to be fully vaccinated before arrival must agree to complete vaccination protocol upon arrival in Israel.

Dress Code:

Students must ensure a clean, orderly appearance and appropriate attire that respects the school framework.

  1. Students must wear a solid color shirt with the school symbol during any school activity on or off campus, during class or break, unless explicitly notified otherwise.
  2. School shirts must have a visible and noticeable school symbol. The logo must be printed or embroidered (no stickers) on the upper left and must be a different color from the shirt itself in order to be visible. School shirts should not be altered in any way, permanently or temporarily.
  3. Students arriving without a proper school shirt, or with a school shirt that has been inappropriately altered, will be marked absent from class and this absence will count towards attendance records.
  4. School shirts are on sale in the office. Students will not be permitted to participate in the daily schedule without a school shirt.
  5. All other clothing items should match the spirit of the school and be respectful of ourselves, our peers and our school.


Campus and Classroom Rules:

  • The unauthorized use of cellular devices during class is prohibited. A student who engages in unauthorized use of a cellular device during a lesson will be required to leave class and turn in the device at the office until the end of the school day. The student will also receive an absence for that class.
  • Bathrooms are to be used only for their intended purpose and it is expected students will keep all bathrooms clean and in good condition for the benefit of all.
  • Smoking in and around school grounds, and during any school activity on or off school grounds is strictly prohibited.
  • The school gate will be locked during the school day in accordance with the safety and security policy. Students needing to leave school grounds before 1:10pm must have permission from a parent, guardian or teacher and must show this permission at the office to receive a pass to exit school grounds.
  • All students share responsibility for the preservation of school property. Great emphasis is placed on maintaining the cleanliness and integrity of every part of the educational campus. Damages to school property will be charged to students and their families. Media and other classroom equipment is not for private use.
  • Students should tidy their classrooms and work spaces before and after every class. Lessons will not be conducted in dirty or messy classrooms.
  • Sitting or surfing railings on balconies or staircases, climbing the gazebo or other structure, sitting on a glass or other roof, playing ball and/or running in the hallways (or other non-designated sports areas) are dangerous and are forbidden.
  • Students are responsible for their own personal items including laptops.
  • The teacher’s room is intended for teachers and their work. Students may not enter uninvited.
  • Student performance including attendance, tardiness, grades, behavior and feedback are reported by teachers through the ManageBac system. Students and families can access this system to stay updated and track student performance.
  • The Resource Center is intended for browsing and reading books and working on computers. Follow all instructions of the staff while in the Resource Center.

Laptop Use Policy

*The computer is an essential part of your school supplies. Arrive with your computer fully charged every day.

*The computer is your personal property. Take good care of it!

*Use of computers during class is according to the instruction of the teacher.


Examination Conduct

Please review the Academic Honesty Policy for expectations regarding conduct surrounding all assignments and assessments.

The school educates towards integrity and fairness in all aspects of school life, including exams.

Attendance on Internal Assessment days is mandatory.

In extenuating circumstances where an absence on an Internal Assessmentday and cannot be avoided, an application for exemption must be made directly to the Head of the International Program and in some cases to the IB organization.

Do not write exams in pencil or erasable ink. Do not use white-out on exams.

External Exams/Assessments are subject to the guidelines and regulations of the IB organization. These rules will be communicated to all students and families several months in advance of the External Assessment.

Cleanliness and Order:

Students are responsible to maintain the cleanliness of the school and classrooms.

Students should lift chairs onto tables at the end of the school day to facilitate cleaning of floors.


Attendance policy:

We believe that the responsibility for attendance, participation and therefore success ultimately lies with the student. Students may take up to 10% unexcused absences for each subject. These absences may not include assessment periods and other class projects that will defined in advance. Students must carefully consider any absence and decide with full knowledge of the academic and personal consequences. Exceeding 10% unexcused absences may negatively impact School Based Assessment as reflected in the reports at the end of each trimester. Students with excess absence will be summoned to a meeting with their mentor to discuss improvement in attendance. Students that will miss over 30% of a certain class will not be able attend the assessment periods for that class.

  • A student who is absent from 3 consecutive class days must report this absence to their homeroom teacher.
  • Absence is entirely the responsibility of the student. It is the student’s responsibility to complete any missed material.
  • A student who must leave partway through a lesson must notify the teacher in advance, no later than the beginning of the lesson.


Lateness:

Lateness is disruptive to the individual and the group. Every student should be sure to arrive on time.

Lateness will be recorded in ManageBac. 3 instances of lateness will equal one absence on the attendance record.

Students later than 5 minutes will not be admitted to class and this will be recorded as an absence.

Disruptions:

A student asked to leave class by a teacher for disruptiveness will return after 5 minutes. If asked to leave twice in the same class, it will be recorded as an absence. Absence due to disruption will be recorded in Managebac and will influence assessment in the areas of social and academic functioning.

Participation in all school sponsored social activities is mandatory. Any student who knows in advance that they will miss an activity must speak with their mentor and request approval to be absent.

Gym Rules:
Mae Boyar High School is a leader in sharing the culture of healthy living. Physical education teachers are interested in helping all students overcome physical and emotional challenges. Persistence, training and practice in and out of class all contribute to success.

Throughout high school, activities and lectures are held in the field of physical activity and health.

Physical Education and Sports Activities procedures:

  1. Uniform – a green shirt with the school sports logo must be worn in every lesson along with shorts or leggings (black or blue), sneakers and socks. Long hair must be pulled back.
  2. Entrance to the gym is not permitted without sneakers.
  3. Sports shirts are only for sports class and not to be worn in other lessons.
  4. Do not use school equipment without the permission of the teacher.
  5. Do not miss a physical education class without an approval from the homeroom teacher. Those absent with an official approval must make up the lesson with a different class, based on the schedule posted at the entrance to the gym.
  6. Release from sports class is only available in coordination with both the grade-level supervisor and the sports teacher.
  7. Students suffering from chronic diseases such as asthma, orthopedic problems, or any other medical problem must bring written confirmation from a medical specialist to the sports teacher and the grade-level supervisor.
  8. Students who miss tests in sports classes must make up those tests in coordination with the sports teacher.
  9. Students who attend bonus classes, or sports extra-curriculars at least once a week, will receive a bonus for their grade at the end of the year.
  10. Students who work out regularly, twice a week or more, are asked to inform the sports teacher.

The Code of Conduct will be reviewed yearly by a committee of students, families, and educators.

Principles of Academic Honesty

  • A clear, consistent, and just policy is transparent and communicated to students and parents on an ongoing basis. Accidental infractions are learning opportunities and the policy is designed to help students grow, succeed, and achieve.
  • All work produced by students is authentic and represents the student’s individual and original ideas, and accurately and appropriately acknowledges the work of others.
  • Students understand and obey the rules relating to proper conduct of examinations.
  • Students understand the difference between collaboration and collusion, and that it is unacceptable to present work produced through a process of collusion.
  • Students understand that academic honesty applies to all methods of assessment, including, but not limited to, the following:
  • In-class and take-home assignments
  • All homework
  • Quizzes, tests, and exams
  • All written and oral work
  • Lab work and write-ups
  • CAS activities, reflection, and documentation
  • EE and TOK essays
  • All IB internal and external assessments

The principles of academic honesty are communicated within the school community in various ways.

  • The MBHS policy is posted along with the IB academic honesty policy on the school’s website and families are encouraged to familiarize themselves with these and other related policies.
  • The MBHS code of conduct is communicated to the students and posted in prominent areas of the school.
  • The policy is reviewed in a discussion with students and parents in September of both Junior and Senior years.
  • Faculty are trained on both school and IB policies of academic honesty.
  • Teachers emphasize the positive value of academic integrity in all forms of assessment and encourage students to carefully check their work for possible unintended infractions. To this end teachers and extended essay supervisors reinforce academic best practices and provide examples of conventions for acknowledging sources.
  • Students and families are informed that plagiarism software may be employed in instances where academic malpractice is suspected.


Academic Honesty – Malpractice
Malpractice includes:

  • Plagiarism: The presentation of the ideas or work of another person as if it is the candidate’s own.
  • Collusion: Supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another.
  • Duplication of Work: The presentation of the same work for different assessment components and/or diploma requirements.
  • Unfair Advantage: Any other behavior that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, taking unauthorized material into an examination room, misconduct during an examination, falsifying a CAS record).

IBO regulations clearly state the responsibilities of each IB student:

“The candidate (student) is ultimately responsible for ensuring that all work submitted for assessment is authentic, with the work or ideas of others fully and correctly acknowledged. Candidates are expected to comply with all internal school deadlines; this is for their own benefit and may allow time for revising work that is of doubtful authorship before the submission of the final version.” Academic Honesty (2011)


Academic Honesty Violations
An academic honesty committee is assembled to address any suspicion of academic malpractice. The student will have the opportunity to address any concerns and clarify any possible misunderstandings and correct course as needed. Incidents that are determined to be academic malpractice on any school-based or IB assessment will be addressed according to the principles of the “Yellow Card, Red Card” system: a first violation results in a warning and a second violation results in permanent dismissal from the school.

An incident of malpractice on any IB internal assessment once a warning has been issued, is addressed in the following manner:

  • The IB coordinator informs the school administration that a student is suspected of malpractice.
  • The IB coordinator reports the incident to the IB information desk for investigation.
  • The IB coordinator and school administrator investigate, including an interview with the student and parent/guardian.
  • The IB coordinator completes a report that includes: a statement from the teacher for the subject area concerned, CAS coordinator, or extended essay supervisor; a statement from the IB coordinator; a statement from the candidate (student); a summary of an interview with the student regarding the alleged malpractice.
  • The student is subject to a penalty that will be determined by IB upon receipt of all relevant materials. If a student is found guilty of malpractice:
  1. No grade will be awarded in the subject concerned.
  2. No diploma will be awarded to the candidate.

An incident of malpractice or misconduct during an IB exam is addressed in the following manner:

  • The IB coordinator informs the school administration and the student’s parent/guardian.
  • The IB coordinator reports the incident to the IB information desk at the International Baccalaureate Curriculum and Assessment Center.

Resources
International Baccalaureate Organization (July 2011), Academic Honesty Policy, Cardiff: IBO.

International Baccalaureate Organization (September 2016), General Regulations, Geneva, Switzerland: IBO.

Note:
All IB students at MBHS are subject to the regulations contained in the official IBO documents entitled “Academic Honesty Policy” and “General Regulations: Diploma Program.”

Acknowledged as a working document, the MBHS International Academic Honesty Policy is reviewed annually by the IB coordinator, IB teachers and school administration.

The academic honesty policies for various schools available online and those posted on the OCC site were examined, and it was concluded that, in many cases, our policy concurs with the phrasing of some of their policy components.

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Kate Nachman

Director of Outreach and Admissions MBHS International

Kate was born in New Zealand, grew up in New Hampshire, went to college in New York and then moved to a new country. After a successful 9 years as the Artistic Director of a theatre company in Jerusalem, she started a new career in student services and education management and has worked as the Director of Admissions for Hebrew College, the Deputy Director and then Director of Young Judaea Year Course, and is now excited to be part of the team building this new international program at Mae Boyar High School in Jerusalem.

Kate is responsible for all aspects of the admissions process from strategic enrollment management planning to counseling families about the benefits, opportunities and challenges of the program, conducting and reviewing student interviews and assessments, and leading the admissions committee and the scholarship committee. Kate has a BSc in Industrial and Labor Relations from Cornell University and an MA in English Literature from Hebrew University. She lives in Jerusalem with her spouse and 3 children.

Kate.na@kidum-edu.org.il

Eden Israeli

Co-Founder and Pedagogical Leadership Liaison Director of Educational Support Services, Society for Advancement of Education, Jerusalem

Eden has over 20 years of experience treating and teaching students with learning difficulties and was a district supervisor for the Ministry of Education.

Eden is director of the “Hidden Sparks” program at SAE and serves as a coach for a number of schools. She is also responsible for establishing and operating the Niot Project, a SAE division for treating youth with learning difficulties. Her focus is cultivating the professional staff in all SAE schools and residences, so that their work with youth with learning difficulties will be more effective.

Eden holds a BA in Psychology and an MA in Special Education from the Hebrew University, and is the co-Founder and Pedagogical Leadership Liaison of the MBHS International Program at Boyar High School.

Eden@kidum-edu.org.il

Shachar Yanai

Co-founder and Head of International Program MBHS International

Shachar has devoted his entire professional career to education, both formal and informal, at the high school and post-high school levels.

He started his professional career as the Director of the Zafit Regional Boarding school and from there relocated to New York to serve as the Director of the University Student Division of the World Zionist Organization, specializing in university student outreach, leadership development, and Israel education.

Shachar also served as the Head of the “Face to Face” program at Givat Haviva, and then the Director of International Development at the College of Law and Business in Ramat Gan before joining the Hebrew University of Jerusalem as the Director of the Undergraduate Division of the Rothberg International School, where he also taught Philosophy courses at the undergraduate level.

Shachar has an MA in Philosophy (with distinguished honors) from Tel Aviv University, and a BA Degree in History and Philosophy (with distinguished honors) from Ben-Gurion University. Shachar is a certified Philosophy and History teacher with IB experience, and a freelance lecturer. He is a retired Major in the IDF and is married and father of four.

Shachar.ya@kidum-edu.org.il

Dafna Menash-Baroch

Principal, Mae Boyar High School

Ms. Dafna Menashe Baruch, Principal of Boyar High School, has 27 years of experience in teaching, and has served as principal at Boyar High School since 2008. Prior to taking her post as principal, Dafna spent nine years teaching Hebrew literature at Boyar. She holds a BA in Hebrew Literature & Education, and a teaching license from the Hebrew University, and is currently completing an MA at the Schechter Institute.

Eitan Moran

CEO - The Society for the Advancement of Education
President of the Board - MBHS International

Eitan Moran has served as the CEO of the Society for the Advancement of Education since graduating from the prestigious Mandel School for Educational Leadership in 2008. His work has been focused on management, education, and contributions to society. Eitan is a founder of the Nadav Merhav Democratic School in Modi’in which he helped establish in 1999. During his time at the SAE Eitan has been involved in advancing education in every sector of Israeli society. With MBHS International he takes that mission to the international level. He holds a BA cum laude in Sociology and Political Science from the Hebrew University of Jerusalem and an MA in Management and Public Policy from Ben Gurion University of the Negev. A life-long learner, Eitan is also a graduate of several certificate programs in Leadership, Consulting, and Change from the Tavistock Institute of Human Relations in London.