How Well Do Catholic and Other Faith-based Schools Serve the Poor? A Study with Special Reference to Africa : Part II -- Learning

How Well Do Catholic and Other Faith-based Schools Serve the Poor? A Study with Special Reference to Africa : Part II -- Learning

This paper is the second in a set of two on the extent to which Catholic and other faith-based schools are serving the poor well. Catholic and other faith-based schools reach millions of children who live in poverty, yet this does not necessarily mean that they are serving these children well enough...

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Main Author: Wodon, Quentin
Format: Journal Article
Published: Taylor and Francis 2020
Subjects:
CATHOLIC SCHOOLS
FAITH-BASED SCHOOLS
RELIGIOUS EDUCATION
SCHOOL PERFORMANCE
FORMS OF LEARNING
Online Access:http://hdl.handle.net/10986/33406
id okr-10986-33406
recordtype oai_dc
spelling okr-10986-334062021-05-25T10:54:41Z How Well Do Catholic and Other Faith-based Schools Serve the Poor? A Study with Special Reference to Africa : Part II -- Learning Wodon, Quentin CATHOLIC SCHOOLS FAITH-BASED SCHOOLS RELIGIOUS EDUCATION SCHOOL PERFORMANCE FORMS OF LEARNING This paper is the second in a set of two on the extent to which Catholic and other faith-based schools are serving the poor well. Catholic and other faith-based schools reach millions of children who live in poverty, yet this does not necessarily mean that they are serving these children well enough. The paper considers two separate issues. First, beyond academic subjects, Catholic and other faith-based schools emphasize learning related to values and religion. Do they succeed in doing so? Based on small sample survey data and qualitative fieldwork, as well as broader data on parental satisfaction with schools, the paper provides a tentative and mostly positive answer to this question, at least from the view of parents. The second issue is where performance is weaker. Education systems are affected by a learning crisis in the developing world. All schools should ensure that students learn, but too often this is not the case. The second part of the paper documents this learning crisis and the fact that Catholic and other faith-based schools are not immune to it. This is done in part through a rapid review of the recent World Development Report on education's promise, and a companion piece for sub-Saharan Africa. Estimates of performance for selected African countries are also provided. The results are sobering: too many children are not learning while in school. Finally, the paper briefly summarizes evidence from the literature on interventions that could improve learning, including in Catholic and faith-based schools. 2020-03-03T20:10:03Z 2020-03-03T20:10:03Z 2020-02-06 Journal Article International Studies in Catholic Education 1942-2539 http://hdl.handle.net/10986/33406 CC BY-NC-ND 3.0 IGO http://creativecommons.org/licenses/by-nc-nd/3.0/igo World Bank Taylor and Francis Publications & Research :: Journal Article Publications & Research Africa Sub-Saharan Africa
repository_type Digital Repository
institution_category Foreign Institution
institution Digital Repositories
building World Bank Open Knowledge Repository
collection World Bank
topic CATHOLIC SCHOOLS
FAITH-BASED SCHOOLS
RELIGIOUS EDUCATION
SCHOOL PERFORMANCE
FORMS OF LEARNING
spellingShingle CATHOLIC SCHOOLS
FAITH-BASED SCHOOLS
RELIGIOUS EDUCATION
SCHOOL PERFORMANCE
FORMS OF LEARNING
Wodon, Quentin
How Well Do Catholic and Other Faith-based Schools Serve the Poor? A Study with Special Reference to Africa : Part II -- Learning
geographic_facet Africa
Sub-Saharan Africa
description This paper is the second in a set of two on the extent to which Catholic and other faith-based schools are serving the poor well. Catholic and other faith-based schools reach millions of children who live in poverty, yet this does not necessarily mean that they are serving these children well enough. The paper considers two separate issues. First, beyond academic subjects, Catholic and other faith-based schools emphasize learning related to values and religion. Do they succeed in doing so? Based on small sample survey data and qualitative fieldwork, as well as broader data on parental satisfaction with schools, the paper provides a tentative and mostly positive answer to this question, at least from the view of parents. The second issue is where performance is weaker. Education systems are affected by a learning crisis in the developing world. All schools should ensure that students learn, but too often this is not the case. The second part of the paper documents this learning crisis and the fact that Catholic and other faith-based schools are not immune to it. This is done in part through a rapid review of the recent World Development Report on education's promise, and a companion piece for sub-Saharan Africa. Estimates of performance for selected African countries are also provided. The results are sobering: too many children are not learning while in school. Finally, the paper briefly summarizes evidence from the literature on interventions that could improve learning, including in Catholic and faith-based schools.
format Journal Article
author Wodon, Quentin
author_facet Wodon, Quentin
author_sort Wodon, Quentin
title How Well Do Catholic and Other Faith-based Schools Serve the Poor? A Study with Special Reference to Africa : Part II -- Learning
title_short How Well Do Catholic and Other Faith-based Schools Serve the Poor? A Study with Special Reference to Africa : Part II -- Learning
title_full How Well Do Catholic and Other Faith-based Schools Serve the Poor? A Study with Special Reference to Africa : Part II -- Learning
title_fullStr How Well Do Catholic and Other Faith-based Schools Serve the Poor? A Study with Special Reference to Africa : Part II -- Learning
title_full_unstemmed How Well Do Catholic and Other Faith-based Schools Serve the Poor? A Study with Special Reference to Africa : Part II -- Learning
title_sort how well do catholic and other faith-based schools serve the poor? a study with special reference to africa : part ii -- learning
publisher Taylor and Francis
publishDate 2020
url http://hdl.handle.net/10986/33406
_version_ 1764478693401427968

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