Collective Impact in Israel: The Story of the 5X2 Initiative

The 5×2 Initiative applied, for the first time in Israel, the Collective Impact model. The 5×2 Initiative was implemented through an extended process of creating a network of partners of leading organizations from the public sector, the private sector, philanthropic foundations, and education NGOs (non-governmental organizations). These partners collaborated to promote excellence in STEM education and through the process, built a unique partnership with the Israeli Ministry of Education. This paper presents the story of the 5×2 Initiative since its inception, its consolidation process, and the reasons for its success. The analysis is based on material created and collected since the 5×2 Initiative started, and in-depth interviews with 12 leading partners in the Initiative.

The 5×2 Initiative was prompted in 2013 by leading philanthropic and business organizations –Eddie and Jules Trump Family Foundation, Rashi Foundation, and Intel Israel. The three founding organizations had shared interests in promoting excellence in STEM education and were concerned about the alarming trend showing a steep decline in the number of students taking the matriculation exam in mathematics at the advanced level. In addition, many schools were closing their physics and chemistry majors and there was a growing teacher shortage in these subjects. Finally, the acute shortage of skilled engineers created a crisis in the Israeli high-tech industry.

The three founding organizations identified the need to collaborate and react quickly in order to find solutions to these distressing trends. Nevertheless, they acknowledged that solutions should be broad, systemic change. The three organizations approached Sheatufim, a non-profit organization that specializes in designing and leading cross-sector dialog using various methodologies.

The initiators invited Sheatufim to become versed in the Collective Impact model and to examine the feasibility of implementing it in Israel as part of the effort to advance excellence in STEM education. At the end of a learning and planning process, the team at Sheatufim assessed the main partners’ readiness for the Collective Impact approach and it appeared that the crucial criteria were met and the time was right to launch a Collective Impact Initiative for this purpose.

In recent years, the Collective Impact model has become a key tool for social change that organizations and initiatives around the world employ. The model offers a framework for diverse stakeholders to collaborate and promote solutions to complex social problems. Five elements are necessary for the success of social change initiatives, according to Kania & Kramer (2011): (1) a Common Agenda, (2) Shared Measurement Systems, (3) Mutually Reinforcing Activities, (4) Open and Continuous Communication, and (5) a Backbone Organization to facilitate and manage the process.

According to Hanley brown, Kania & Kramer (2012), three necessary preconditions must be in place before launching a Collective Impact initiative: (1) Influential leadership, (2) a sense of urgency for change, and (3) a willingness to support the need with adequate financial resources.
The 5×2 Initiative was launched in July of 2013. The kick-off meeting was attended by 60 representatives from leading organizations within three sectors: the public sector, non-profit organizations (referred to as “third sector”) philanthropy, and corporations.

Looking back, representatives at the initial meeting recall the excitement and shared enthusiasm that emerged from convening such a large, varied network of partners for whom this issue was important. They also recall hesitantly waiting for the Ministry of Education to clarify how involved it would be. The vision for the 5×2 Initiative was defined with a focus on enabling easier access to STEM education for high school students from all sectors of society. At this meeting, it was also decided to establish a steering committee for the Initiative.

From the outset, disparities between the partners were evident and highlighted the need to consolidate a joint task force. After a complex process of building trust among participants and negotiating, it was decided to focus on doubling the number of high school students successfully studying STEM education. Defining the task, setting measurable objectives, and creating a commitment to the task at hand were vital to establishing a sense of partnership and maintaining the momentum of the parties involved.

The next phase was devoted to defining and understanding the most vital elements necessary to expand the reach of excellent STEM education. The 5×2 Initiative’s roadmap was formulated with the assistance of academic experts and based on the professional knowledge of partners in the work-teams. The roadmap included the stages that are essential for the development of students and teachers, and their anticipated results. The roadmap also served as a conceptual framework enabling the development of a shared measurement system with indicators measuring the progress made by the 5×2 Initiative.

In essence, this workplan facilitated the creation of a common language and assisted the organizations in understanding themselves in relation to the broader framework of activities, hence focusing their own activity.

By the end of the 5×2 Initiative’s first year, the Ministry of Education announced that it will join the Initiative as the leading partner while launching the “Math First” – a national program aimed at promoting an increase in the number of high school students studying advanced mathematics. The 5×2 Initiative’s steering committee discussed the possibilities and limitations of aligning with the Ministry, and eventually decided to support the “Math first” national program and help realize its goals because there was a broad agreement that it could become leverage in generating change throughout the system and in promoting STEM education in general.

It was agreed that the role of the initiative and its partners is to create complementary processes and programs that will enhance the goals of the national program. Many partners noted that due to the Ministry’s decision and the following collaboration within the 5×2 Initiative, a space for trustful cross-sector dialog and mutual learning was created.

Overcoming the gaps in perceptions, practices, culture, and jargon of people coming from different spheres of activity was a significant challenge. In order to bridge the differences, the partnership system consisted of three circles: (1) the influential leadership, i.e., the entrepreneurs and the backbone organization, (2) the steering committee in charge of strategic leadership, and (3) the extended circle of partners in the network.

Through a cross-sector dialog led by Sheatufim in its role as the back bone organization, the partners understood their shared social agenda and civic commitment and at this point officially joined the 5×2 Initiative. Many partners felt that they had both influenced the specific goal defined, and had been influenced by it, and by other partners in the process as well. One significant outcome was the establishment of inter-sector partnerships (i.e., the business coalition committed to the advancement of STEM education in high schools), and cross-sector partnerships (i.e., work teams). These multi-layered partnerships contributed, each with its own tools, to the common goal.

In the summer of 2016, the Ministry of Education published data regarding the number of examinees and students taking advanced mathematics. These numbers showed a reversal of the previous downward trend. The data indicated that the cross-sector partnership had been successful and that the 5×2 Initiative was fruitful. The partners agreed that the 5×2 Initiative, designed and built according to the Collective Impact model, was effective and enabled the creation of a common space in which coordinated action (not necessarily managed from above) enabled many forces to move towards the goal.

Another important factor contributing to the rapid results was the preparatory and infrastructure work carried out in the years preceding the declaration of the Ministry’s Math First national program. Education NGOs (non-governmental organizations) supported by philanthropic foundations initiated numerous endeavors within the formal and formal education systems. This infrastructure was vital to the success of the 5×2 Initiative and enabled the partner organizations’ swift and comprehensive response to the national Math First program.

The long-term vision shared by many of the leading partners had an important contribution to the success of the 5×2 Initiative. Many of the respondents expressed their concern regarding the decline in the excellence of STEM education and their desire to bring about profound social change that would create a better future for younger generations. Acknowledging the problem and the urgent need to solve it, along with the drive to influence the future of society, made this unlikely cross-sector partnership so successful.

The publication of the data by the Ministry of Education was supplemented by questions regarding the 5×2 Initiative’s next steps. To this end, a strategic planning process was conducted from September, 2016 to February, 2017. The strategic planning process resulted in a decision to focus on two main routes: (1) expanding the circle of excellence in the social and geographic periphery, and (2) strengthening the knowledge, skills, and sense of competency of junior high school students.

Both objectives would be achieved through a commitment to develop a general culture of excellence in education, to minimize gaps, and provide equal opportunities for all segments of Israeli society. Focusing on encouraging STEM excellence in the geographic and social periphery and in the Arab sector is a complex challenge that requires profound consideration regarding the roots of the gaps between the center and the periphery in Israel, as well as the resources needed to bridge those gaps. Finally, the effort necessitates cooperation with local governmental authorities (up to this point, all discussion with the public sector was done on the national level).

The story of the ‎5×2 Initiative‎ illustrates the joint journey of actors from different worlds towards achieving the stated goal. As the 5×2 Initiative evolved, a common language emerged, bringing with it better communication and opportunities for cooperation. This wide-ranging process enabled diverse forces to create a broad movement in one focused and measurable direction. The system of trust and the unique partnerships that were established between the leadership of the Ministry of Education and representatives of organizations from the various sectors (public, private, philanthropy, and non-profits) were a key factor in solving the unique puzzle for advancing the Ministry’s Math First national program and achieving the 5×2 Initiative’s common objectives.

The open and participatory discussions, conducted in a professional and knowledge-based manner, in which various voices could speak without fear, turned the 5×2 Initiative into a significant space for advancing the mission shared by the range of partners. It remains to be seen how the mature cross sector network will meet its future challenges.

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