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SCIENCE AND TECHNOLOGY CENTRES In 1983 , there were about 500 secondary schools , including intermediate schools . Most of these schools have their own science laboratories and science teachels . I have spoken , in an eallieI chapteI , of the need for highly qualified science teachers and the critical teacher problem in physics ; I have also referred to the equipment in the laboratories . Manpower If academic qualifications some of a very high order were required of almost all the educators , it might be said that we would face a serious shortage of manpower . I would offer the following comments : Even now , 15 per cent of the teachers in the elementary schools , 50 per cent in the intermediate schools and 70 per cent in the secondary schools have academic degrees . A gradual phasing-in period might extend over fifteen or twenty years . The universities might consider whether all newly engaged junior and senior lecturers should not be required to divide their work load for a few years between the universities and the schools . Would it not be justifiable to offer every university graduate B . A ., M . A . and Ph . D . the possibility of , say , two years of part-time service as an educator ? This would be on a voluntary basis but a number of graduates might look upon such service as a privilege or as a duty , to repay society for the substantial subsidy every university student has received . In Mexico , for example , all students or graduates must render one year's service to the community in addition to their military service . I recognize that the number of volunteers may not be very large because the Israeli graduates , as a result of their long Army service , are about two to three years older than their counterparts in the free world and thus are driven , by economic considerations , to seek their livelihood as quickly as possible after graduation .
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