Does Jewish education actually lead to positive Jewish continuity? Do we know how to develop and sustain an educational practice that will promote positive continuity? Fox and Scheffler consider these questions, and then outline the need for vision, leadership, research and experimentation in our quest for answers.

An often-quoted report that analyzes how individuals make their educational choices and the impact those choices then have on others around them. Wertheimer’s work, which drew on the expertise of some of the biggest names in Jewish education, highlights the importance of inter-organisational cooperation to help learners build on each educational experience they have.

Published by the Lippman Kanfer Institute, this thought piece is designed to serve as a catalyst for future conversations aimed at building dynamic, engaging and inspiring Jewish educational systems for the 21st century. It focuses in on three key “design principles” for Jewish education: empowering the learner, the centrality of relationships and life-centred Jewish education.

In this short article for The Forward, Jonathan Woocher, one of the most eminent voices in the field of Jewish education, argues for a shift towards learner-centred education, to allow for individuals to become the co-creators of their own educational experiences.

Probably the classic article on informal Jewish education written by the world’s leading authority on the subject, Dr Barry Chazan. The article – and perhaps Chazan’s outline of the eight defining characteristics of informal Jewish education in particular – is essential reading for anyone involved in this field.

An interview with Professor Seymour Fox (z”l), one of the genuine greats of Jewish educational thought and practice, outlining some of the thinking that went into the creation of Camp Ramah, the American Conservative summer camp that he founded.

Sales and Saxe conclude that “Camp is a unique educational setting poised to deliver powerful Jewish formative experiences to children, teens, and young adults”. This two-year (1999-2001) analysis of eighteen Jewish summer camps across the United States looks at a variety of issues including prayer, music, Shabbat, Hebrew, staffing and training.

An analysis of Limmud UK, one of the most talked about and successful Jewish educational programmes in the world today. The work uncovers some of the initiative’s underlying educational principles, and offers advice to those seeking to replicate the programme elsewhere in the world.

Powerful informal educational experiences are critical, but what should happen afterwards? The Foundation’s quarterly publication, Contact, looks at the issue of “follow-up” – i.e. what ought to be done to follow on from powerful immersion experiences like summer camps and Israel Experience programmes. Contains several short articles, including contributions from leading activists, practitioners and academics, Ruth Messinger, Yonatan Gordis and Amy Sales.

Jewish camping has long been considered one of the most effective ways to engage young people in their Jewishness. This edition of the Foundation’s quarterly publication, Contact, looks at how to build on the success of the model and enhance numbers, range of participants and quality of programming. Contains several important contributions, including articles from Professor Steven M. Cohen and Rabbi Ramie Arian.

“Retreats” – intensive informal Jewish educational experiences over several days or weeks – are becoming increasingly popular. In this edition of the Foundation’s publication, Contact, Rabbi Yitz Greenberg even goes so far as to suggest that they are the new synagogue. Other contributors – including Rabbi Rachel Cowan and activist Nigel Savage – look at the place of spirituality in retreats, and explore how and why they change people’s lives. Also includes several outstanding examples of retreats, including Limmud and the Brandeis Camp Institute (BCI).

In this short article from the monthly journal Sh’ma, the Director of the Institute for Informal Jewish Education at Brandeis University assesses the power and potential of informal Jewish educational experiences.

The number of Jewish service learning programmes – initiatives that enable participants to contribute to society whilst simultaneously exploring and learning about their Jewishness – is on the increase. This report, sponsored by three major American Jewish foundations, maps the field, examines its impact and calls for greater investment in the area.

Think of it as Glastonbury-meets-Gemorah (Talmud). This brief Jewish Chronicle article explores a hugely popular UK project marrying Limmud’s eclectic and participatory approach to Jewish learning with camping, music and mud. Available through a free search in the JC’s archive.

Established in 1990 as a joint project of the JDC and the Ronald S. Lauder Foundation, the International Summer Camp at Szarvas has become renowned for what Jordan describes as its “big tent” approach to Jewish life, bringing together young Jews from dozens of countries and widely varying Jewish backgrounds. Jordan’s first-person piece for The Jewish Standard focuses on how an expanding family education program is spreading the Szarvas magic to multiple generations.

A wonderfully rich guide to building a successful Jewish day school, this PEJE publication examines a range of issues including educational vision, governance, staffing, curriculum, and fundraising. Very well-referenced, the guide provides numerous links to other relevant articles and publications on the subject.

The first national study specifically designed to determine the near-term effects of day schools on the academic, social, and Jewish trajectories of former students during their college years. The study considers the impact of day schooling in a variety of areas including Jewish identity and connections to Jewish communal life, as well as social and academic integration into college.

A collection of short essays written by some of the leading thinkers and practitioners involved in Jewish day school education, published to celebrate PEJE’s tenth anniversary. Subjects range from affordability to lay-professional relations and the role of alumni to teaching Hebrew. Contributors include Barry Shrage, Peter A. Geffen and Jonathan Woocher.

The Foundation’s quarterly publication, Contact, explores how to make Jewish day schools more effective and widespread in their reach. Includes short articles on subjects ranging from teacher training to Judaic studies curriculum, and contributions by Josh Elkin, Peter Geffen and Naava Frank.

Results of a 2001 study commissioned by the Jewish Early Childhood Education Project in order to document uptake of these programs across the United States, typical Jewish educational content and training and recruitment needs within the sector.

Memories of supplementary Jewish education are often steeped in negativity, yet in many cases, we continue to perpetuate a broken system. This edition of the Foundation’s quarterly publication, Contact, explores how to rejuvenate the field, and considers changes in curriculum, family education, bar/bat mitzvah programming and staffing structures.

An analysis of the opportunities and challenges facing the Jewish supplementary education system, this Avi Chai Foundation-sponsored report outlines some of the more innovative initiatives and support frameworks in the field.

An encyclopaedia-style resource for educators and community practitioner, containing succinct overviews of key theories and practices in informal education. Particularly useful for students, educators and community practitioners who want to better understand central educational thinkers and concepts.

Founded by Mort Mandel and Professor Seymour Fox (z”l), the Mandel Leadership Institute is home to two of the most prestigious fellowship programmes in Jewish education – the Jerusalem Fellows (for educators from the Diaspora) and the School for Educational Leadership (for Israelis). It also runs the Visions of Jewish Education Project, an initiative driven by the notion that great visionary ideas drive outstanding leadership.

The Avichai Foundation funds Jewish educational initiatives in North America, Israel and the FSU, and plans to spend down the endowment left by Zalman C. Bernstein (z”l) by 2020. Of particular value on its website is its publications section, which contains some important research principally focused on day schools, but also on camping, student life, finance and Jewish education in general.

The Jim Joseph Foundation provides funding for initiatives exclusively focused on educating young Jews – children, teens and young adults. Of particular interest might be the contributions of the “thought leaders” in the publications section of the website, a collection of papers on the future of Jewish education written by some of the outstanding thinkers in the field.

The Partnership for Excellence in Jewish Education (PEJE) was established by Michael Steinhardt and Rabbi Yitz Greenberg and brings together major philanthropic partners in an attempt to rejuvenate and strengthen the Jewish day school movement in North America. It serves as a major advocate for day school education, offers financial grants and consultancy, runs conferences and conducts research.

One of the most well-known Jewish educational organisations in North America, JESNA conducts research and evaluation via its Berman Center offers educational consultancy via its Learnings and Consultation Center, and seeks to understand and encourage innovation via its Lippman Kanfer Institute. Its website contains a number of valuable on-line reports and publications.