This report summarizes the third year (2025–2026) of activities of the *Education in Emergencies* Forum at the Samuel Neaman Institute, established following the October 7, 2023, war to develop a national policy for ensuring educational continuity during prolonged emergencies. The report describes the transition from the conceptual formulation of the *Education Reserves* initiative to the development of a comprehensive policy model based on applied research, stakeholder engagement, and knowledge dissemination.
The research is founded on the recognition that the education system is a critical national infrastructure and that the chronic shortage of teachers, which intensified following the war, necessitates the establishment of a permanent, organized, and pre-trained workforce capable of serving both during routine periods and in emergencies. To address this need, the *Education Reserves* model was developed, proposing the establishment of a national pool of professionals and academics who would undergo training, certification, and advance placement, and be activated according to the needs of the education system.
During the third year of activity, a comprehensive literature review was conducted, international models of education in emergencies and civic service were analyzed, expert workshops and meetings were held with government ministries, local authorities, and other stakeholders, and a multidisciplinary steering committee was established. In addition, two large-scale surveys were conducted to examine the public’s willingness to participate in the initiative, the conditions required for participation, and the principal barriers to engagement.
The research findings indicate a high level of willingness among the Israeli public to participate in the *Education Reserves* initiative, alongside the identification of organizational, professional, and economic barriers that should be addressed במסגרת future policy. At the same time, organizational, legal, pedagogical, and financial principles for implementing the model were formulated, and alternative implementation pathways were examined.
The report analyzes the model development process through Kotter’s Eight-Step Change Model. The analysis demonstrates that over the course of the three-year initiative, all the essential components required to promote systemic change were gradually established: creating a sense of urgency, building a guiding coalition, developing a shared vision, expanding stakeholder engagement, generating early achievements, and establishing a public and professional foundation for advancing the policy.
The achievements of the third year include the formulation of a comprehensive policy model, the expansion of collaboration with government ministries, local authorities, teachers’ organizations, and academia, the development of a research infrastructure, and the publication of policy papers and professional articles, alongside raising the issue on the public and professional agenda.
The report concludes that the *Education Reserves* model is not merely a targeted response to the current crisis but rather proposes a broad conceptual shift in the way the State of Israel prepares to ensure educational continuity. The implementation of the model is expected to strengthen the resilience of the education system, reduce disparities during times of crisis, and contribute to national resilience through the establishment of a professional, readily available, and deployment-ready educational reserve workforce.
