Relationships between Christian Schools and the State : A Comparative Analysis for Five sub-Saharan African Countries

This article provides a comparative analysis of Christian faith-based schooling in five African countries, including data on the proportions of faith-based schools, financing models, and forms of organization vis-à-vis the state. The case studies represent different forms and models. In all of the c...

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Main Authors:	Scheunpfluga, Annette, Wenz, Mark, Rubindamayugi, Mimii Brown, Lutswambac, Jean Kasereka, Njobatid, Frederick, Nyiramanae, Christine, Mutabazi, Samuel, Njoyaf, Claude Ernest, Raharijaonag, Onja, Wodonh, Quentin
Format:	Journal Article
Published:	Taylor and Francis 2022
Subjects:	CATHOLIC SCHOOLS PROTESTANT SCHOOLS AFRICA REGULATORY FRAMEWORK FUNDING GOVERNMENT POLICY
Online Access:	http://hdl.handle.net/10986/37007

id	okr-10986-37007
recordtype	oai_dc
spelling	okr-10986-370072022-02-23T05:10:39Z Relationships between Christian Schools and the State : A Comparative Analysis for Five sub-Saharan African Countries Scheunpfluga, Annette Wenz, Mark Rubindamayugi, Mimii Brown Lutswambac, Jean Kasereka Njobatid, Frederick Nyiramanae, Christine Mutabazi, Samuel Njoyaf, Claude Ernest Raharijaonag, Onja Wodonh, Quentin CATHOLIC SCHOOLS PROTESTANT SCHOOLS AFRICA REGULATORY FRAMEWORK FUNDING GOVERNMENT POLICY This article provides a comparative analysis of Christian faith-based schooling in five African countries, including data on the proportions of faith-based schools, financing models, and forms of organization vis-à-vis the state. The case studies represent different forms and models. In all of the countries, at least one in six schools is run by a church. Christian churches do not see themselves as ‘private schools’ but as public providers working for the public common good. Faith-based schools contribute not only to making sure that children go to school and learn while in school, but also to sharing ideals ranging from social justice and equity, to peace and democracy, and social participation and inclusion. The article concludes with some reflections on future challenges for faith-based schools, mainly related to their funding and the lack of data to assess challenges and opportunities. 2022-02-22T15:21:25Z 2022-02-22T15:21:25Z 2022-01-28 Journal Article International Studies in Catholic Education 1942-2539 http://hdl.handle.net/10986/37007 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank Taylor and Francis Publications & Research :: Journal Article South Asia Africa South Africa
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
topic	CATHOLIC SCHOOLS PROTESTANT SCHOOLS AFRICA REGULATORY FRAMEWORK FUNDING GOVERNMENT POLICY
spellingShingle	CATHOLIC SCHOOLS PROTESTANT SCHOOLS AFRICA REGULATORY FRAMEWORK FUNDING GOVERNMENT POLICY Scheunpfluga, Annette Wenz, Mark Rubindamayugi, Mimii Brown Lutswambac, Jean Kasereka Njobatid, Frederick Nyiramanae, Christine Mutabazi, Samuel Njoyaf, Claude Ernest Raharijaonag, Onja Wodonh, Quentin Relationships between Christian Schools and the State : A Comparative Analysis for Five sub-Saharan African Countries
geographic_facet	South Asia Africa South Africa
description	This article provides a comparative analysis of Christian faith-based schooling in five African countries, including data on the proportions of faith-based schools, financing models, and forms of organization vis-à-vis the state. The case studies represent different forms and models. In all of the countries, at least one in six schools is run by a church. Christian churches do not see themselves as ‘private schools’ but as public providers working for the public common good. Faith-based schools contribute not only to making sure that children go to school and learn while in school, but also to sharing ideals ranging from social justice and equity, to peace and democracy, and social participation and inclusion. The article concludes with some reflections on future challenges for faith-based schools, mainly related to their funding and the lack of data to assess challenges and opportunities.
format	Journal Article
author	Scheunpfluga, Annette Wenz, Mark Rubindamayugi, Mimii Brown Lutswambac, Jean Kasereka Njobatid, Frederick Nyiramanae, Christine Mutabazi, Samuel Njoyaf, Claude Ernest Raharijaonag, Onja Wodonh, Quentin
author_facet	Scheunpfluga, Annette Wenz, Mark Rubindamayugi, Mimii Brown Lutswambac, Jean Kasereka Njobatid, Frederick Nyiramanae, Christine Mutabazi, Samuel Njoyaf, Claude Ernest Raharijaonag, Onja Wodonh, Quentin
author_sort	Scheunpfluga, Annette
title	Relationships between Christian Schools and the State : A Comparative Analysis for Five sub-Saharan African Countries
title_short	Relationships between Christian Schools and the State : A Comparative Analysis for Five sub-Saharan African Countries
title_full	Relationships between Christian Schools and the State : A Comparative Analysis for Five sub-Saharan African Countries
title_fullStr	Relationships between Christian Schools and the State : A Comparative Analysis for Five sub-Saharan African Countries
title_full_unstemmed	Relationships between Christian Schools and the State : A Comparative Analysis for Five sub-Saharan African Countries
title_sort	relationships between christian schools and the state : a comparative analysis for five sub-saharan african countries
publisher	Taylor and Francis
publishDate	2022
url	http://hdl.handle.net/10986/37007
_version_	1764486424316346368

Relationships between Christian Schools and the State : A Comparative Analysis for Five sub-Saharan African Countries

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