42 results on '"Wodon, Quentin"'
Search Results
2. Rise of Catholic Schools in the Global South and Implications for University Research
- Author
-
Wodon, Quentin
- Abstract
Building on a presentation made at the closing plenary of OIEC's World Congress in New York, this paper considers two trends affecting Catholic education globally and their potential implications for university research and programs in support of K12 schools. The first trend is the shift of enrollment in K12 Catholic education towards the global south and especially Africa in terms of the sheer number of students enrolled in schools. The second trend relates to the deepening learning crisis in K12 education affecting much of the developing world, and again especially Africa. These two trends have implications for university research and programs in support of K12 Catholic schools on the continent. The paper argues that apart from discussions related to Catholic identity, which are of course important, more attention should be placed by universities, including in the West, on the related but distinct issue of how to improve basic learning for students enrolled in K12 Catholic schools in the global south.
- Published
- 2021
3. Challenges and Opportunities for Catholic Schools Globally: Insights from OIEC's World Congress
- Author
-
Cattaro, Gerald M., Richard, Philippe, and Wodon, Quentin
- Abstract
Every four years, the International Office of Catholic Education (OIEC in French) organizes its World Congress as an opportunity for participants -- including school teachers and principals, to share their experiences and achievements, as well as the challenges they face. In June 2019, the Educatio Si Congress took place in New York in partnership with Fordham University. The theme of the Congress was "Educating to fraternal humanism to build a civilization of love." The closing plenary was held at the United Nations to highlight the contribution of Catholic schools to the fourth Sustainable Education Goal (SDG4), namely ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. This symposium comprises of selected contributions made at the congress, with a focus on the opening plenary at the Church of St Paul the Apostle and the closing plenary at the United Nations.
- Published
- 2021
4. Declining Enrollment in Catholic Schools in the West and Insights from the United States
- Author
-
Wodon, Quentin
- Abstract
While enrollment in Catholic schools is rising in the global south, it is declining in many Western countries. Providing a quality and holistic education experience remains essential in both developed and developing countries, especially for disadvantaged groups. But in addition, in developed countries, trade-offs may have to be confronted to stem the decline in enrollment that affects the financial sustainability of schools. Building on a presentation made at the closing plenary of OIEC's World Congress in New York, this paper focuses on the United States where enrollment in Catholic schools has been dropping for more than 50 years. In the absence of state support for Catholic schools and in a context of rising operating costs and therefore tuition, the decline in enrollment is due in part to a lack of affordability of schools given high out-of-pocket costs paid by parents. But other factors related to perceptions about Catholic schools also play a role. To stem the decline in enrollment, market research can help, including to assess how favorably Catholic and other types of schools are perceived in the population. The paper relies on data collected for the National Catholic Education Association to compare favorability ratings by type of schools and assess factors associated with these perceptions.
- Published
- 2021
5. Catholic Education in Europe, Education Pluralism, and Public Funding
- Author
-
Wodon, Quentin
- Abstract
According to Church statistics, 6.9 million children were enrolled in Catholic primary and secondary schools in Europe. Enrolment has remained relatively stable over the last 40 years in comparison to other regions of the world, contributing to education pluralism. This may be in part because in many countries, Catholic and private schools benefit from state funding, which helps in reducing out-of-pocket costs for parents to send their children to the schools. At the same time, public funding for private schools, including Catholic schools, often remains below the level of funding for public schools. This paper discusses enrolment trends in Catholic schools over time, compares the level of public funding for private and public schools, and looks at the relationships (or lack thereof) between such funding and enrolment in Catholic and private schools.
- Published
- 2023
- Full Text
- View/download PDF
6. COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses. Part II: Developing Countries with Focus on Sub-Saharan Africa
- Author
-
Wodon, Quentin
- Abstract
In developing countries as in developed countries, the COVID-19 crisis has led to near universal school closures that will affect children's ability to learn, especially in countries with limited infrastructure for distance learning. While most children are likely to return to school when they reopen, quite a few may drop out. In addition, the economic recession generated by the crisis will affect livelihoods, leading to higher rates of poverty and food insecurity. This also may have negative impacts on both Catholic schools and their students. This paper, the second in a set of two, looks at likely impacts of the COVID-19 crisis on Catholic Schools in developing countries, with a focus on sub-Saharan Africa, a vulnerable region given the comparatively weak performance of its education systems and the limited availability of resources for governments to protect education budgets (acknowledging that many Catholic schools in the region are public schools). How Catholic schools will be able to respond to the twin challenges of school closures and the economic downturn may affect their comparative advantage for the medium term. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to resources online that may be useful. [For Part I of the series, see EJ1278497.]
- Published
- 2020
7. COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses. Part I: Developed Countries with Focus on the United States
- Author
-
Wodon, Quentin
- Abstract
The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children's ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to maintain their enrollment and remain sustainable financially in countries where they do not benefit from government support. This paper, the first in a set of two, looks at some of the likely impacts of the COVID-19 crisis on Catholic Schools in developed countries with a particular focus on the United States, a country not only hard hit by the crisis but also where Catholic schools are especially vulnerable to downturns. While Catholic schools may be able to respond to the immediate challenge of school closures among others through distance learning options, their ability to maintain enrollment during the economic downturn is less clear. How schools will respond to the twin challenges of ensuring learning during school closures and beyond, and remaining affordable for families at a time of economic stress, may affect whether they are able to maintain their comparative advantage. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to online resources that may be useful. [For Part II of the series, see EJ1278501.]
- Published
- 2020
8. More Schools, Larger Schools, or Both? Patterns of Enrollment Growth in K12 Catholic Schools Globally
- Author
-
Wodon, Quentin
- Abstract
After the governments of China and India, the Catholic Church is probably the third largest provider of K12 education in the world. How has growth in enrollment in K12 Catholic schools varied across countries over the last two decades? Which countries have accounted for most of the growth at the regional and global level? What has been the role of the number of schools and the size of schools in enrollment growth, or in the decline observed in some countries? Given trends towards higher enrollment in the developing world due to population growth and higher educational attainment, has enrollment growth in Catholic schools enabled them to maintain their market share over time? Finally, what do the data suggest for some of the constraints and strategic choices faced by Catholic schools in various countries? The objective of this paper is to answer these questions with a focus on trends in Catholic school enrollment and market shares across countries from 1995 to 2016.
- Published
- 2019
9. Relationships between Christian Schools and the State: A Comparative Analysis for Five Sub-Saharan African Countries
- Author
-
Scheunpflug, Annette, Wenz, Mark, Rubindamayugi, Mimii Brown, Lutswamba, Jean Kasereka, Njobati, Frederick, Nyiramana, Christine, Mutabazi, Samuel, Njoya, Claude Ernest, Raharijaona, Onja, and Wodon, Quentin
- Abstract
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.
- Published
- 2021
- Full Text
- View/download PDF
10. Teacher Satisfaction and Its Determinants: Analysis Based on Data from Nigeria and Uganda
- Author
-
Nkengne, Patrick, Pieume, Olivier, Tsimpo, Clarence, Ezeugwu, Gilbert, and Wodon, Quentin
- Abstract
Teachers who are satisfied with their job are more likely to teach well, which in turn should enable their students to better learn while in school. Sub-Saharan Africa is currently experiencing a learning crisis, with close to nine out of ten children not able to read and understand a simple text at age 10. This affects all types of schools and students, including students in Catholic and other faith-based schools. Improving working conditions and job satisfaction among teachers is part of the answer to this learning crisis. After a brief discussion of data for Nigeria, this article looks at the level of satisfaction of teachers in Uganda, its determinants, and its impact on the quality teaching. Specifically, four questions are asked: What is the level of teacher job satisfaction in Uganda? How does job satisfaction relate to the characteristics of teachers? What is the impact of teachers' satisfaction on their performance, as it can be measured through various variables of teacher effort? Finally, what are the main factors affecting satisfaction according to teachers? The answers to these questions have implications for policy and practice in faith-based as well as in other schools.
- Published
- 2021
- Full Text
- View/download PDF
11. Not All Catholic Schools Are Private Schools: Does It Matter for Student Performance?
- Author
-
Wodon, Quentin and Tsimpo, Clarence
- Abstract
National student assessments from Uganda suggest low levels of proficiency for students in primary and secondary schools. This is confirmed by data for primary schools from the 2013 Service Delivery Indicators survey. The data are used in this article to conduct an assessment of factors affecting student performance. A unique feature of the data is that comparisons can be made not only between public and private schools, but also between Catholic and non-Catholic schools, with most of the Catholic schools being public schools. The analysis looks at student performance on tests for English, numeracy, non-verbal reasoning, and the student's overall score for the three dimensions combined. Explanatory factors include a wide range of school, teacher, child, and community characteristics. After controlling for these factors, students in private schools, Catholic or not, tend to perform better than those in public schools, Catholic or not. By contrast, differences between Catholic and non-Catholic schools, especially when the schools are public, appear to matter less for student performance.
- Published
- 2021
- Full Text
- View/download PDF
12. How Well Do Catholic and Other Faith-Based Schools Serve the Poor? A Study with Special Reference to Africa: Part II: Learning
- Author
-
Wodon, Quentin
- Abstract
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 emphasise 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 summarises evidence from the literature on interventions that could improve learning, including in Catholic and faith-based schools. [For Part I of the series, see EJ1206878.]
- Published
- 2020
- Full Text
- View/download PDF
13. How Well Do Catholic and Other Faith-Based Schools Serve the Poor? A Study with Special Reference to Africa: Part I: Schooling
- Author
-
Wodon, Quentin
- Abstract
Serving the poor is a prime component of the mission of Catholic and many other faith-based schools. Do the schools succeed in doing so? This paper and a companion paper focusing on learning aim to answer this question. In this paper, the focus is on schooling or enrolment in school. The paper considers first global and regional data on the number of students in Catholic preschools and nurseries, primary schools, and secondary schools. The data suggest that Catholic schools are located proportionately more in low-income countries, especially in sub-Saharan Africa. However, having schools in low income countries does not guarantee that they serve disadvantaged children. Relying on household survey data from Africa, the second part of the analysis suggests that while Catholic and other faith-based schools reach many children in poverty, they often serve children from better off households proportionately more. The last part of the paper considers the constraints faced by Catholic and other faith-based schools in reaching the poor. Some constraints are shared with other types of schools, but others are peculiar to Catholic and faith-based schools, especially in terms of the funding from households that they need to operate given no or only limited state support.
- Published
- 2019
- Full Text
- View/download PDF
14. Pope Francis' Vision for Education and the Call for a Global Compact on Education.
- Author
-
Klein, Luiz Fernando, Richard, Philippe, and Wodon, Quentin
- Subjects
EDUCATION ,CATHOLIC universities & colleges ,CATHOLIC schools ,PARENTS - Abstract
In September 2019, Pope Francis called for a broad alliance to renew our commitment to education to build a more fraternal humanity. To understand the Pope's call for a Global Compact on Education, it is useful to explore his vision for education. For Pope Francis, education can no longer be reduced to what happens in the classroom. We need educational strategies that give a chance to the transformation and above all to the humanization of the world. We need an "education village" in which parents, communities, and societies are fully engaged. The call for a Global Compact on Education can be understood as a new paradigm for thinking about education. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
15. Catholic and Faith-Based Schools in Africa : Introduction to the Special Issue
- Author
-
Grace, Gerald and Wodon, Quentin
- Subjects
AFRICA ,CATHOLIC SCHOOLS ,RESEARCH ,LEARNING CRISIS ,POLICY - Abstract
Africa is the region of the world where Catholic and other faith-based schools have the largest footprint. One in nine students in a primary school in Africa is enrolled in a Catholic school, and students from the region account for more than half of all students in Catholic primary schools globally. Through the role it plays in Africa, the Catholic Church is at the forefront of providing educational opportunities in low-income countries, but challenges abound. In particular, learning poverty defined as the inability of 10-year-old children to read and understand an age-appropriate text, affects nine in ten children in sub-Saharan Africa. Students in Catholic schools are not immune to this crisis. This article introduces a framework from the World Bank on how we could end the learning crisis and summarizes the contributions of the articles included in this issue in terms of that framework.
- Published
- 2022
16. How Well Do Catholic and Other Faith-based Schools Serve the Poor? A Study with Special Reference to Africa : Part II -- Learning
- Author
-
Wodon, Quentin
- Subjects
FAITH-BASED SCHOOLS ,CATHOLIC SCHOOLS ,SCHOOL PERFORMANCE ,RELIGIOUS EDUCATION ,FORMS OF LEARNING - Abstract
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.
- Published
- 2020
17. Beyond Academic Performance and Faith Formation: A Focus Section on Values and the Future of Catholic Schools in the United States.
- Author
-
Wodon, Quentin
- Subjects
- *
CATHOLIC schools , *VALUES (Ethics) , *ACADEMIC achievement , *CATHOLIC education , *HUMAN resource accounting - Abstract
The article discusses the Catholic schools contribution to a religious plausibility structure is by supporting the development of religious belief. Topics include the increasing evidence from cognitive psychology research that underscores the importance of K-8 education in Christian belief formation; religious adults talk differently about supernatural entities than nonreligious adults, and subtle variation in adult testimony surrounding scientific unobservable entities.
- Published
- 2022
18. Heterogeneity in Parental Priorities for What Children Should Learn in Schools and Potential Implications for the Future of Catholic Schools.
- Author
-
Wodon, Quentin
- Subjects
- *
CATHOLIC schools , *SCHOOL children , *HETEROGENEITY , *MARKET surveys , *STUDENT attrition - Abstract
Do parental priorities for what children should learn in school differ depending on the type of school chosen by parents? Does this, in turn, have potential implications for the future of Catholic schools in the United States? This article considers these questions in the context of the long-term decline in enrollment in U.S. Catholic schools. Specifically, the article considers three questions: 1) What are the priorities of parents for what their children should learn in school in the overall population? 2) Do these priorities differ between different groups of parents, including parents with children in Catholic schools and parents willing to consider Catholic schools for their children but not having enrolled their children in one? And 3) Are there individual parental characteristics associated with particular views about what children should learn in schools? Implications of the findings are discussed, specifically concerning targeted efforts to attract new students. The analysis is based on a market research survey implemented in 2017. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
19. Teacher satisfaction and its determinants: analysis based on data from Nigeria and Uganda.
- Author
-
Nkengne, Patrick, Pieume, Olivier, Tsimpo, Clarence, Ezeugwu, Gilbert, and Wodon, Quentin
- Abstract
Teachers who are satisfied with their job are more likely to teach well, which in turn should enable their students to better learn while in school. Sub-Saharan Africa is currently experiencing a learning crisis, with close to nine out of ten children not able to read and understand a simple text at age 10. This affects all types of schools and students, including students in Catholic and other faith-based schools. Improving working conditions and job satisfaction among teachers is part of the answer to this learning crisis. After a brief discussion of data for Nigeria, this article looks at the level of satisfaction of teachers in Uganda, its determinants, and its impact on the quality teaching. Specifically, four questions are asked: What is the level of teacher job satisfaction in Uganda? How does job satisfaction relate to the characteristics of teachers? What is the impact of teachers' satisfaction on their performance, as it can be measured through various variables of teacher effort? Finally, what are the main factors affecting satisfaction according to teachers? The answers to these questions have implications for policy and practice in faith-based as well as in other schools. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
20. Relationships between Christian schools and the state: a comparative analysis for five sub-Saharan African countries.
- Author
-
Scheunpflug, Annette, Wenz, Mark, Rubindamayugi, Mimii Brown, Lutswamba, Jean Kasereka, Njobati, Frederick, Nyiramana, Christine, Mutabazi, Samuel, Njoya, Claude Ernest, Raharijaona, Onja, and Wodon, Quentin
- Abstract
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. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
21. Not all Catholic schools are private schools: does it matter for student performance?
- Author
-
Wodon, Quentin and Tsimpo, Clarence
- Abstract
National student assessments from Uganda suggest low levels of proficiency for students in primary and secondary schools. This is confirmed by data for primary schools from the 2013 Service Delivery Indicators survey. The data are used in this article to conduct an assessment of factors affecting student performance. A unique feature of the data is that comparisons can be made not only between public and private schools, but also between Catholic and non-Catholic schools, with most of the Catholic schools being public schools. The analysis looks at student performance on tests for English, numeracy, non-verbal reasoning, and the student's overall score for the three dimensions combined. Explanatory factors include a wide range of school, teacher, child, and community characteristics. After controlling for these factors, students in private schools, Catholic or not, tend to perform better than those in public schools, Catholic or not. By contrast, differences between Catholic and non-Catholic schools, especially when the schools are public, appear to matter less for student performance. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
22. Catholic and faith-based schools in sub-Saharan Africa: introduction to the special issue.
- Author
-
Grace, Gerald and Wodon, Quentin
- Abstract
Africa is the region of the world where Catholic and other faith-based schools have the largest footprint. One in nine students in a primary school in Africa is enrolled in a Catholic school, and students from the region account for more than half of all students in Catholic primary schools globally. Through the role it plays in Africa, the Catholic Church is at the forefront of providing educational opportunities in low-income countries, but challenges abound. In particular, learning poverty defined as the inability of 10-year-old children to read and understand an age-appropriate text, affects nine in ten children in sub-Saharan Africa. Students in Catholic schools are not immune to this crisis. This article introduces a framework from the World Bank on how we could end the learning crisis and summarises the contributions of the articles included in this issue in terms of that framework. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
23. How Well Do Catholic and Other Faith-Based Schools Serve the Poor? A Study with Special Reference to Africa : Part I -- Schooling
- Author
-
Wodon, Quentin
- Subjects
BENEFIT INCIDENCE ANALYSIS ,FAITH-BASED SCHOOLS ,CATHOLIC SCHOOLS ,POVERTY - Abstract
Serving the poor is a prime component of the mission of Catholic and many other faith-based schools. Do the schools succeed in doing so? This paper and a companion paper focusing on learning aim to answer this question. In this paper, the focus is on schooling or enrolment in school. The paper considers first global and regional data on the number of students in Catholic preschools and nurseries, primary schools, and secondary schools. The data suggest that Catholic schools are located proportionately more in low-income countries, especially in sub-Saharan Africa. However, having schools in low income countries does not guarantee that they serve disadvantaged children. Relying on household survey data from Africa, the second part of the analysis suggests that while Catholic and other faith-based schools reach many children in poverty, they often serve children from better off households proportionately more. The last part of the paper considers the constraints faced by Catholic and other faith-based schools in reaching the poor. Some constraints are shared with other types of schools, but others are peculiar to Catholic and faith-based schools, especially in terms of the funding from households that they need to operate given no or only limited state support.
- Published
- 2019
24. Declining Enrollment in Catholic Schools in the West and Insights from the United States.
- Author
-
Wodon, Quentin
- Subjects
- *
SCHOOL enrollment , *STUDENT attrition , *CATHOLIC schools , *CATHOLIC education , *SCHOOL rankings ,WESTERN countries ,DEVELOPING countries - Abstract
While enrollment in Catholic schools is rising in the global south, it is declining in many Western countries. Providing a quality and holistic education experience remains essential in both developed and developing countries, especially for disadvantaged groups. But in addition, in developed countries, trade-offs may have to be confronted to stem the decline in enrollment that affects the financial sustainability of schools. Building on a presentation made at the closing plenary of OIEC's World Congress in New York, this paper focuses on the United States where enrollment in Catholic schools has been dropping for more than 50 years. In the absence of state support for Catholic schools and in a context of rising operating costs and therefore tuition, the decline in enrollment is due in part to a lack of affordability of schools given high out-of-pocket costs paid by parents. But other factors related to perceptions about Catholic schools also play a role. To stem the decline in enrollment, market research can help, including to assess how favorably Catholic and other types of schools are perceived in the population. The paper relies on data collected for the National Catholic Education Association to compare favorability ratings by type of schools and assess factors associated with these perceptions. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
25. Rise of Catholic Schools in the Global South and Implications for University Research.
- Author
-
Wodon, Quentin
- Subjects
- *
CATHOLIC schools , *CATHOLIC education , *UNIVERSITY research , *CATHOLIC identity ,DEVELOPING countries - Abstract
Building on a presentation made at the closing plenary of OIEC's World Congress in New York, this paper considers two trends affecting Catholic education globally and their potential implications for university research and programs in support of K12 schools. The first trend is the shift of enrollment in K12 Catholic education towards the global south and especially Africa in terms of the sheer number of students enrolled in schools. The second trend relates to the deepening learning crisis in K12 education affecting much of the developing world, and again especially Africa. These two trends have implications for university research and programs in support of K12 Catholic schools on the continent. The paper argues that apart from discussions related to Catholic identity, which are of course important, more attention should be placed by universities, including in the West, on the related but distinct issue of how to improve basic learning for students enrolled in K12 Catholic schools in the global south. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
26. Challenges and Opportunities for Catholic Schools Globally: Insights from OIEC's World Congress.
- Author
-
Cattaro, Gerald M., Richard, Philippe, and Wodon, Quentin
- Subjects
CATHOLIC schools ,TEACHERS ,CATHOLIC education ,SCHOOL principals ,TEACHER-principal relationships ,ACHIEVEMENT - Abstract
Every four years, the International Office of Catholic Education (OIEC in French) organizes its World Congress as an opportunity for participants - including school teachers and principals, to share their experiences and achievements, as well as the challenges they face. In June 2019, the Educatio Si Congress took place in New York in partnership with Fordham University. The theme of the Congress was "Educating to fraternal humanism to build a civilization of love." The closing plenary was held at the United Nations to highlight the contribution of Catholic schools to the fourth Sustainable Education Goal (SDG4), namely ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. This symposium comprises of selected contributions made at the congress, with a focus on the opening plenary at the Church of St Paul the Apostle and the closing plenary at the United Nations. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
27. Are New Secondary Schools Built Where They are Needed Most in Uganda? Comparing Catholic with Public and Other Private Schools.
- Author
-
Wodon, Quentin
- Subjects
- *
SECONDARY schools , *PRIVATE schools , *LOW-income countries , *CATHOLIC schools , *SECONDARY education - Abstract
Low income countries in sub-Saharan Africa are confronted with a major challenge in terms of expanding access to secondary education. This is also the case in Uganda. This article considers two questions. First, where should new secondary schools be built if the aim is to reduce geographic disparities in access? Second, have new schools, and in particular faith-based schools, been built in the areas that need schools the most? The analysis considers Catholic as well as public and other private schools. Results suggest that new schools are often not located in the areas that need them the most. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
28. COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses: Part II: Developing Countries with Focus on Sub-Saharan Africa.
- Author
-
Wodon, Quentin
- Abstract
In developing countries as in developed countries, the COVID-19 crisis has led to near universal school closures that will affect children's ability to learn, especially in countries with limited infrastructure for distance learning. While most children are likely to return to school when they reopen, quite a few may drop out. In addition, the economic recession generated by the crisis will affect livelihoods, leading to higher rates of poverty and food insecurity. This also may have negative impacts on both Catholic schools and their students. This paper, the second in a set of two, looks at likely impacts of the COVID-19 crisis on Catholic Schools in developing countries, with a focus on sub-Saharan Africa, a vulnerable region given the comparatively weak performance of its education systems and the limited availability of resources for governments to protect education budgets (acknowledging that many Catholic schools in the region are public schools). How Catholic schools will be able to respond to the twin challenges of school closures and the economic downturn may affect their comparative advantage for the medium term. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to resources online that may be useful. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
29. COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses: Part I: Developed Countries with Focus on the United States.
- Author
-
Wodon, Quentin
- Abstract
The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children's ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to maintain their enrollment and remain sustainable financially in countries where they do not benefit from government support. This paper, the first in a set of two, looks at some of the likely impacts of the COVID-19 crisis on Catholic Schools in developed countries with a particular focus on the United States, a country not only hard hit by the crisis but also where Catholic schools are especially vulnerable to downturns. While Catholic schools may be able to respond to the immediate challenge of school closures among others through distance learning options, their ability to maintain enrollment during the economic downturn is less clear. How schools will respond to the twin challenges of ensuring learning during school closures and beyond, and remaining affordable for families at a time of economic stress, may affect whether they are able to maintain their comparative advantage. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to online resources that may be useful. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
30. COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses: Introduction.
- Author
-
Wodon, Quentin
- Abstract
The COVID-19 crisis has generated unprecedented challenges for Catholic schools and their students, as is the case for other school networks. First, school closures have affected 9 in 10 school-aged children globally, with risks for the children's ability to learn when the schools are closed, and later return to school when the crisis subsides. Second, the economic recession generated by the crisis will not only affect children, but also in some cases the ability of Catholic and other private schools to maintain their enrollment, and thereby their financial sustainability, at least in countries where the schools do not benefit from government support. A wide range of policy notes are being written about potential responses to the crisis by national and international organizations, think tanks, and civil society organizations. Few of those analyses consider specifically Catholic schools and their students, but some do, and the others are still relevant. It is likely that much of this wide-ranging analytical effort is not reaching Catholic schools leaders, as the focus is typically on policy dialogue with governments. The main aim of this introduction and the twopart paper that follows is to provide a synthesis of some of those materials, so that they become more accessible to Catholic school teachers and leaders. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
31. Enrollment in Catholic Higher Education: Global and Regional Trends.
- Author
-
Wodon, Quentin
- Subjects
CATHOLIC universities & colleges ,UNIVERSITIES & colleges ,SCHOOL enrollment ,CATHOLIC schools ,SECONDARY schools ,CATHOLIC identity - Abstract
In addition to the 62 million children enrolled in K-12 Catholic schools globally, the Catholic Church estimates that 6 million students were enrolled in Catholic institutions of higher education in 2016. How has the number of students in Catholic higher education evolved over the last four decades? In which parts of the world is growth in enrollment taking place, and where do we observe a decline? How are Catholic universities faring in comparison to other Catholic institutions of higher education? Within universities, is the number of students enrolled in ecclesiastical studies increasing? Finally, given trends in enrollment in Catholic secondary schools, does the future of Catholic higher education globally look promising? To answer these questions, this paper provides trends in enrollment in Catholic higher education from 1975 to 2016 and discusses some of the potential implications of the analysis for the future. [ABSTRACT FROM AUTHOR]
- Published
- 2020
32. Implications of Demographic, Religious, and Enrollment Trends for the Footprint of Faith-Based Schools Globally.
- Author
-
Wodon, Quentin
- Subjects
- *
RELIGIOUS schools , *SCHOOL enrollment , *RELIGIOUS studies , *CATHOLIC schools , *SECONDARY education - Abstract
Faith-based schools play an important role today in the provision of education globally. Are the schools likely to continue to play such a role in the future? If so, where is that role likely to be most prominent? This paper considers these questions on the basis of long-term demographic, religious, and school enrollment trends. The trends suggest that enrollment in faith-based schools will continue to grow rapidly, as has been the case over the last few decades. But there will also be a fundamental shift, with a rising concentration of students in faith-based schools located in Africa. This may have implications given the learning crisis affecting the continent. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
33. Symposium on Catholic Schools and the Changing Global Landscape for Faith-Based Education: An Introduction.
- Author
-
Wodon, Quentin
- Subjects
- *
RELIGIOUS schools , *CATHOLIC schools , *CATHOLIC education , *CATHOLIC students - Abstract
Despite the fact that faith-based schools serve tens of millions of students (the estimate for the Catholic Church is at 62 million students enrolled in K12 schools globally in 2016), the role of faith-based schools remains largely ignored in policy discussions. The articles and essays in this symposium aim to inform current debates on the role of faith-based schools, and particularly Catholic schools. The focus on Catholic schools is driven by the fact that they are the largest network of faith-based schools globally. It is clear however that many issues faced by Catholic schools are also faced by other faith-based schools. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
34. Measuring the Contribution of Faith-based Schools to Human Capital Wealth: Estimates for the Catholic Church.
- Author
-
Wodon, Quentin
- Subjects
- *
CATHOLIC schools , *CATHOLIC education , *HUMAN capital , *EDUCATIONAL attainment - Abstract
This paper provides estimates of the contribution of faith-based schools to human capital wealth using recent World Bank data. Wealth is the assets base that enables nations to generate future income. Estimates suggest that human capital wealth accounts for two thirds of global wealth, a much larger proportion than natural capital and produced capital. This paper's analysis relies on an assessment of the share of human capital wealth attributed to educational attainment, and the share of contribution of Catholic schools to educational attainment. The analysis suggests that Catholic schools contribute at least US$ 12 trillion to the changing wealth of nations. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
35. Catholic Schools in Latin America and the Caribbean: Enrollment Trends, Market Shares, and Comparative Advantage.
- Author
-
WODON, QUENTIN
- Subjects
- *
CATHOLIC schools , *CHURCH schools , *CATHOLIC education , *STUDENTS - Abstract
The Catholic Church estimates that nine million children were enrolled in K12 Catholic schools in Latin America and the Caribbean in 2016. How has the number of students in Catholic schools evolved over the last two decades? In which countries is enrollment larger, whether in absolute terms or in terms of market share? Are Catholic schools performing better than other schools once controls are introduced for the students that enroll in Catholic schools? Finally, what can be learned from the practices of well-performing schools such as those managed by the Fe y Alegría network? To answer these questions, this paper provides trends in enrollment in Catholic schools in the region, estimates their market share, and discusses lessons from the literature with a focus on Fe y Alegría schools. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
36. Investing in Socio-Emotional Learning: Natural for Catholic Schools, But Still More Needed Than Ever.
- Author
-
McMahon, Molly and Wodon, Quentin
- Subjects
CATHOLIC schools ,SOCIAL development ,CATHOLIC missions - Published
- 2022
37. Catholic K-12 Education Alumni: A Unique, Yet Mostly Untapped Resource.
- Author
-
Wodon, Quentin
- Subjects
CATHOLIC education ,CATHOLIC schools - Published
- 2021
38. Pluralism, the Public Purse, and Education: An International Estimate of Savings to State Budgets from K-12 Catholic Schools.
- Author
-
Wodon, Quentin
- Subjects
- *
U.S. state budgets , *PLURALISM , *CATHOLIC schools , *PURCHASING - Abstract
According to Church statistics, the Catholic Church has 35 million children enrolled in its primary schools globally, and 20 million children enrolled in its secondary schools. At both levels, enrollment has increased over time globally. While there are debates on whether Catholic schools perform better than public schools, they clearly generate savings for state budgets in many countries since parents choosing these schools often pay for most of the cost of their children's education. This paper estimates budget savings for states from Catholic schools in Organization for Economic Cooperation and Development (OECD) and selected partner countries. In the 38 countries for which estimates are computed, total annual savings are valued at US$ 63 billion in purchasing power parity terms. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
39. More Schools, Larger Schools, or Both? Patterns of Enrollment Growth in K12 Catholic Schools Globally.
- Author
-
Wodon, Quentin
- Subjects
- *
CATHOLIC schools , *SCHOOL enrollment , *MARKET share , *SCHOOL size , *EDUCATIONAL attainment - Abstract
After the governments of China and India, the Catholic Church is probably the third largest provider of K12 education in the world. How has growth in enrollment in K12 Catholic schools varied across countries over the last two decades? Which countries have accounted for most of the growth at the regional and global level? What has been the role of the number of schools and the size of schools in enrollment growth, or in the decline observed in some countries? Given trends towards higher enrollment in the developing world due to population growth and higher educational attainment, has enrollment growth in Catholic schools enabled them to maintain their market share over time? Finally, what do the data suggest for some of the constraints and strategic choices faced by Catholic schools in various countries? The objective of this paper is to answer these questions with a focus on trends in Catholic school enrollment and market shares across countries from 1995 to 2016. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
40. How well do Catholic and other faith-based schools serve the poor? A study with special reference to Africa: part I: schooling*.
- Author
-
Wodon, Quentin
- Abstract
Serving the poor is a prime component of the mission of Catholic and many other faith-based schools. Do the schools succeed in doing so? This paper and a companion paper focusing on learning aim to answer this question. In this paper, the focus is on schooling or enrolment in school. The paper considers first global and regional data on the number of students in Catholic preschools and nurseries, primary schools, and secondary schools. The data suggest that Catholic schools are located proportionately more in low-income countries, especially in sub-Saharan Africa. However, having schools in low income countries does not guarantee that they serve disadvantaged children. Relying on household survey data from Africa, the second part of the analysis suggests that while Catholic and other faith-based schools reach many children in poverty, they often serve children from better off households proportionately more. The last part of the paper considers the constraints faced by Catholic and other faith-based schools in reaching the poor. Some constraints are shared with other types of schools, but others are peculiar to Catholic and faith-based schools, especially in terms of the funding from households that they need to operate given no or only limited state support. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
41. Formation for Leadership in Catholic Schools
- Author
-
Avenell, Ken, Franchi, Leonardo, Series Editor, Whittle, Sean, Series Editor, Wodon, Quentin, Series Editor, and Rymarz, Richard, editor
- Published
- 2022
- Full Text
- View/download PDF
42. Catholic Teacher Formation in England and Wales
- Author
-
Whittle, Sean, Franchi, Leonardo, Series Editor, Whittle, Sean, Series Editor, Wodon, Quentin, Series Editor, and Rymarz, Richard, editor
- Published
- 2022
- Full Text
- View/download PDF
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