Catholic School is a parish school or Catholic Church education ministry. In 2011, the Church operated the largest non-governmental school system in the world. By 2016, the church supports 43,800 secondary schools, and 95,200 elementary schools. Catholic schools participate in Church evangelization missions, integrating religious education as a core subject in their curriculum.
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Irish immigration contributes primarily to the improvement of the Catholic community around the world. Irish immigration builds Catholic awakening through movements to countries in North America, Europe, Britain and Australia. Historically, the founding of Catholic schools in Europe underwent various struggles following the creation of the English Church in the Elizabethan religious settlement of 1558-63. Anti-Catholicism in this period encouraged Catholics to create a modern Catholic education system to preserve their traditions. The Relief Acts of 1782 and the Catholic Emancipation Act of 1829 then increased the likelihood of openly practicing Catholicism in Britain and for the creation of charitable institutions by the Church. This led to the development of many original religious congregations that established schools, hospitals, orphanages, orphanages, and workplaces.
Traditionally, Catholic schools have come from a single sex school. Previous Catholic schools have to rely on school fees and endowments. Donations fall sharply causing increased costs. This prevents some students from registering because of their inability to pay.
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Destination
Catholic schools differ from their public school counterparts that focus on individual development as Catholic faith practitioners. Leaders, teachers, and students are asked to focus on the four ground rules initiated by the Church and the school. These include school Catholic identity, education in terms of life and faith, celebrations of life and faith, and social justice and action.
Like other affiliated Christian institutions, Catholic schools are generally nondenominational in nature, since they accept anyone regardless of denominational, racial or ethnic or denominational religion or affiliation, provided that the terms of acceptance or registration and legal documents are submitted, and the rules & amp; regulations adhered to a fertile school life. However, non-Catholics, whether Christian or otherwise, may need to participate in or be freed from the necessary activities, especially religious ones. This corresponds to the spirit of social inclusiveness.
Religious education
Religious education as a core subject is an important element of the curriculum in which individuals must develop themselves: "intellectually, physically, socially, emotionally and, of course, spiritually." Education also involves: "different but complementary aspects of the school's religious dimension of the liturgical life and prayers of the school community." In Catholic schools, teachers teach Religious Education Programs provided by the Bishop. Therefore, both teachers and bishops, contributing to the planning and teaching of Religious Education Lessons.
Catholic education has been identified as a factor of positive fertility; Catholic education at the college level and, to a lesser extent, at secondary school level is associated with higher number of children, even when taking into account the disturbing effect that higher religiosity leads to a higher probability of attending religious education.
Asia
Malaysia
Catholic schools in Malaysia have become the backbone of formal education in this country. Catholic schools have undergone many changes since independence in the late 50s and early 60s. Education policy in Malaysia is very centralized. In 1988, all Catholic relatives over the age of 55 were asked to retire immediately, creating vacancies for lay teachers to take over. Any new sibling who wants to join the teaching profession in Malaysia must be a civil servant and have the same status as a lay teacher. Many Lasallian traditions such as Inter-La Salle games or sports are now integrated into other larger government-funded programs. With Islam being a state religion, the obligatory or elective Bible study is currently limited to the Catholic faith alone. The missionaries who opened schools in Malaysia provided a solid educational framework. Today, there are 68 Baby Sisters of Jesus, 11 Convention Parishes and 46 La Salle Brothers Schools in the country.
Pakistan
The Catholic Church in Pakistan is active in education, managing leading schools in addition to its spiritual work. The Catholic Church manages 534 schools, 53 dormitories, 8 colleges, and 7 technical institutes, according to 2008 statistics.
The Catholic Education Council is the arm of the Catholic Church in Pakistan, which is responsible for education. Each diocese has its own council.
The Government of Pakistan nationalized most of the church schools and colleges in Punjab and Sindh in 1972. Leading schools such as St Patrick's College, Karachi, St. Joseph's (Karachi) Monastic School and St Michael's Monastery School were never nationalized.
The Sindh Government oversaw the denialization program from 1985 to 1995, and the Punjab Government initiated a similar program in 1996. In 2001, the Federal Government and the courts ordered the provincial government to complete the denationalization process.
Philippines
In the Philippines, private schools have been operated by the Catholic Church since the Spanish colonial era. The Philippines is currently one of the two dominant Roman Catholic states in Southeast Asia, the other being East Timor, with a 2004 study by UNESCO showing that 83% of the population identifies themselves as Catholics. The oldest university in Asia, University of Santo Tomas, is located in the Philippines. This is the largest Catholic university in the world. The university was founded by the Order of Ecclesiastes, also known as the Dominican Order, on 28 April 1611.
Europe
Slovakia
The education gained in these schools is similar to that obtained in public schools. The purpose of Catholic schools is in addition to quality education and education to provide alternative educational and educational content, new methods and forms.
ireland
Catholic schools in Ireland are state-assisted, not state-owned. Not all operating, building and maintenance costs are provided by the central government. Local people also raise funds.
Church groups in Ireland have privately owned most of the primary and secondary schools. Evidence shows that about 60% of high school students attend schools owned by religious congregations.
United Kingdom
England and Wales
In England and Wales, Catholic schools are independent, and are therefore privately funded through student fees, or managed by the state. The cherished Catholic schools are Voluntary Assistance, where 10% of capital funds are provided by the Church, or Academy, funded entirely by the state. The Catholic Education Service (CES) oversees education for approximately 840,000 students annually through 2,300 schools that are maintained. In addition, about 130 independent schools have a Catholic character.
CES interacts on behalf of all bishops with the government, and other national bodies on legal, administrative, and religious education to: "promote Catholic interest in education, protect Catholic interests in education, and, contribute to Christian perspectives in educational debate at the nationally. " They refuse to open any schools under the Free School program because of the 50% Rule, which limits the number of places that can be reserved for Catholics.
In 2009, Catholic schools in Britain comprised two-thirds of all religious secondary schools.
Northern Ireland
The Council for Catholic Defended Schools (CCMS) is an advocate for Catholic Defense School schools in Northern Ireland. CCMS represents the trustees, schools and governors on issues such as upgrading and maintaining teacher standards, schools and work. As the largest teacher company in Northern Ireland (8500 teachers), the CCMS plays a central role in supporting teachers whether through welfare services or, for example, in working parties such as Independent Inquiry into Teacher Payments and Terms of Service. According to the latest figures from the Ministry of Education, N.I. Branch Statistics 2006/2007, the number of students enrolled in schools in Northern Ireland is 329,583. The number of students attending Catholic-run schools is 148,225.
Scotland
As in England and Wales, Catholic schools in Scotland are independently or run by the state and supervised by the Scottish Catholic Education Service, established in 1972 as part of the Catholic Education Commission to assist the Scottish Bishops Conference in matters relating to education. The 1918 Education Act guarantees the rights of Scottish Catholics to educate their children in local Catholic schools and protect the rights of Catholic schools to preserve their religious character. During the 1920s, the majority of Catholic schools' ownership was transferred from the Diocese or the population's orders to the state sector. Today they are known as "school denominations" and are open to students who meet the prescribed requirements regardless of the financial situation. Selected schools, notably St Aloysius' College and Kilgraston School, remain independent.
North America
Canada
The existence of Catholic schools in Canada can be traced back to 1620, when the first school was established by the Catholic Recollection Order in Quebec. Most schools in Canada are operated under the auspices of one Christian body or another until the 19th century. Currently a publicly supported Catholic school operates in three provinces (Alberta, Ontario, and Saskatchewan), as well as all three federal territories (Northwest Territories, Nunavut, and Yukon (9th grade only).) Publicly funded Catholic schools operate as separate schools. in Canada, meaning they are constitutionally protected. The constitutional protections enjoyed by separate schools in Canadian provinces are enshrined in Article 93 of the Constitution, granting provincial powers over education, but with significant restrictions designed to protect minority religious rights. the result of a significant debate between Protestants and Catholics in Canada on whether the school should be parochial or non-denominational. In contrast to the province, the right to separate schools is protected in three federal areas by the federal Acts of Parliament that establishes the territory.
Section 93 was the result of constitutional negotiations in the 1860s. The pre-existing rights to religiously financed Catholic-funded minorities, and Protestant schools have been a major point for negotiations surrounding the Canadian Confederation. School board retention apart from public funding is a major problem, especially as a result of ethnic and religious tensions between the Roman Catholic population (mostly in French) in Canada and the majority of Protestants (mostly English-speaking). This issue became subject to debate at the 1864 Quebec Conference and was finally finalized at the London Conference of 1866 with a proposal to preserve separate school systems in Quebec and Ontario. The way this agreement is written into the Constitution, is to state that the educational conditions in each colony (or territory) at that time enter the Confederation will be constitutionally protected thereafter.
Despite the compromise, the debate on separate Catholic schools continues to be a problem in the new country. The use of Manitoba over a single secular school system in 1890 resulted in a national political crisis. The Manitoba School Question was a political crisis in the 1880s and 1890s, revolving around separate publicly funded schools for Roman Catholics and Protestants in Manitoba. The crisis eventually spread to the national level, becoming one of the key issues in federal elections in 1896. Due to the close relationship between religion and language during this period in Canada, the School Question represents a deeper issue of France's survival as a language and culture in Western Canada. The secular system was enforced, with the assurance of French instruction which was later repealed in 1916, leaving English as the only official language used in the province until it was restored in 1985.
In the province of Quebec, publicly funded Catholic and Protestant schools were retained until 1997, when the system was replaced by a secular-based secular school system, after passing a constitutional amendment that freed Quebec from certain conditions of Section 93. Newfoundland and Labrador also operate. separate schools for several Christian denominations, including Catholics, prior to 1997. The school system appeared before the entry of Newfoundland into the Confederation in 1949, and continued until 1997, when the province established a secular public system. The absence of Catholic-Protestant tension in the provinces of British Columbia, New Brunswick, Nova Scotia and Prince Edward Island has resulted in no separate school system emerging in these provinces.
Currently, the Ontario Education Department is funding 29 English-speaking Catholic school boards and 8 French Catholic school councils (other than 31 English-language secular school boards, 4 French-language secular schools and 1 English-speaking Protestant school). Initially, most secular provincial school boards were Protestant-based, although gradually converted into secular public systems. The public funding of Catholic schools was originally only granted to Grade 10 in Ontario. However, in 1985, it was extended to cover the last three years of secondary education (Grade 11 to Class 13/OAC). Publicly funded Catholic schools are also present in the provinces of Alberta and Saskatchewan, although they are not as severe as in the province of Ontario.
Nearly exclusive public funding for a religious denomination in the province of Ontario has garnered controversy over the last few decades. The controversy led to a Supreme Court decision in 1996 stating that the provincial education force under section 93 of the Constitution Act, 1867 was plenary, and not subject to the Charter's attack. They also noted that this was the result of an important historical compromise to the Confederation and established a comprehensive code with respect to the rights of religious group schools that could not be enlarged through the operation of the Charter of Rights and Freedoms. This issue has attracted international criticism. On 5 November 1999, the UN Human Rights Committee condemned Canada and Ontario for violating the provisions of equality (Article 26) of the International Covenant on Civil and Political Rights. The Committee reiterated its concerns on November 2, 2005, when it published its Closing Observations on Canada's fifth periodic report under the Covenant. The Committee observes that Canada has failed "to adopt measures to eliminate discrimination on the basis of religion in school funding in Ontario."
United States
The Catholic School is the largest non-public school system in the United States. In 2010, 2 million students attended 6,980 schools. 331 of these are private. Catholicism school in the United States was first established in the 19th century with the arrival of British immigrants. Catholic schools in the United States are important in Catholicism which is seen as critical in developing American culture. The development and enrollment of Americans to Catholic schools increased after World War II, postwar development and the Cold War in the battle against anti-religious Communism. In 1964-1965, Catholic schools accounted for nearly 89% of all private school attendances and 12% of all school-age children (K-12) in the United States. Religious numbers (priests, brothers and sisters) are at the highest level, allowing schools to offer qualified teachers at minimal cost, meaning that most children in the 1940s and 1950s attended their parish school for free. Since then, there has been a large drop in enrollment largely believed to be due to "suburbanization, liberalization of education and the rise of the Catholic middle class." In the United States, Catholic schools are accredited by independent and/or state bodies, and teachers are generally certified. Schools are supported through payment of tuition, donations, and charity fundraising.
Unlike public school colleagues, Catholic urbanization has made more significant achievements in poorer areas than richer areas. The Holy Angel, for example, has become one of the strongest academic institutions in the country; it serves Kenwood, the Oakland neighborhood of South Side Chicago, Illinois, where 3 out of 4 people live in poverty and violent crimes are common.
The United States Catholic Bishops Conference cites the six primary responsibilities of the Catholic School. They
- Encourage and support efforts in Catholic education by fostering the distribution and execution of the two universal Church documents on education and related documents developed by the bishop of the United States
- Support Church education efforts in the United States by developing policies, guidelines and resources for use by bishops in their dioceses
- Provide consultation on education issues when asked, including advise and represent bishops
- Collaborate with the Evangelization and Catechetical Committee on evangelization and catechesis at Catholic schools and universities
- Provide support and advocacy in federal public policy on behalf of Catholic education institutions from pre-school to high school level
- Bringing Catholic education perspective and other cultural concerns and people with special pastoral needs through collaboration with other committees/offices
In 2015, the Inner-city Scholarship Fund run by the Archdiocese of New York announced the biggest personal rewards ever given to Catholic schools. Christine and Stephen Schwarzmann provide $ 40 million for donations that will provide 2,900 children per year on scholarships.
Oceania
Australia
In Australia, Catholic schools have been in operation for more than 175 years. The arrival of the first European fleet brought the first Irish Catholics to Australia, primarily by the transport of the inmates. Catholics comprise a tenth of inmates living in Australia, mostly Irish while the rest are English and Scottish. In 1803, 2,086 Irish and Irish majority inmates became Catholics had been transported to Botany Bay.
The Catholic School is Australia's largest non-governmental school group which accounts for about 18% of institutions (1,705 from 9,529 in 2009), compared to 11% for independent schools (1022). The Catholic School is a school run by the Department of Catholic Education in the diocese; some independent schools are owned and run by Catholic religious orders. In addition, at least one school operates in the St Pius X Society, traditionalist Catholics in an irregular canonical status with Rome (Their canonical status is currently being finalized in Rome today): St. Thomas Aquinas College in Tynong, Victoria.
Like other non-government school classes in Australia, Catholic schools receive funding from the Commonwealth Government. Since this is not the establishment of the church, nor the restriction of religious freedom, nor does it create a religious test for public office, it is not considered to violate the separation of Church and State in Australia. This was the High Court's decision in the 1981 Defense of Government School (DOGS) case, in which the judge selectively interpreted the Australian Constitution, and was controversial.
New Zealand
Catholic education in New Zealand was first introduced after the arrival of the first Catholic Bishop Jean Baptiste Pompallier in 1838. A year after signing the Waitangi Agreement, the first Catholic school in New Zealand was developed in Auckland in 1841.
These schools were originally run by seven sisters from Ireland and aimed to help the Maori and the new settlers. From 1853 to 1875, the provincial government funded grants for Catholic schools. But the Education Act of 1877 allows all schools to be free, compulsory and secular, and therefore prohibits the funding of Catholic schools. In the early 1970s, increasing scrolls and funding constraints made the Catholic school collect a lot of debt or run down. The government, fearing the state system could not cope with the influx of students if Catholic schools were folded, enforced the Conditional Private Schools Integration Act 1975. The law allows Catholic schools and other private schools to 'integrate' with the state system, receive public funding and preserving their Catholic character, in exchange for being subject to state school conditions, such as having to teach a nationally defined curriculum. The first Catholic schools were integrated in August 1979, and by 1984, all Catholic schools in New Zealand had been integrated.
In July 2013, 65,700 students attended Catholic schools in New Zealand, which account for 8.6 percent of the total student population. The majority are New Zealand Europeans.
Catholic schools are owned by an owner, usually by the bishop's diocese. Currently, Catholic schools in New Zealand are called 'state integrated schools' for funding purposes, meaning that teacher salaries, study materials, and school operations (eg electricity and gas) are publicly funded, but school properties are not. The New Zealand Catholic School is built on land owned by the diocese; if the government funded the maintenance of Catholic school property and capital work over the rights of other private property owners, it would transfer wealth to the bishop, violating the separation of church and state. In contrast, parents at Catholic schools pay "owner fee" to the owner to fund the cost of the property: this is usually NZ $ 390 to $ 430 per year for elementary school students (ages 5-12), and NZ $ 730 to $ 860 per year for secondary school students (ages 13-18).
South America
Most South Americans are Christians, mostly Roman Catholics. More than 80% in Hispanic countries and about 65% -70% in Brazil consider themselves Catholic. Catholic educational practices were brought to the Inca's indigenous people by the Spanish, Portuguese, and European cultures. Anticlericalism was founded in the 19th century which resulted in a temporary alienation between church and state.
Funding
Country funding
In some countries, Catholic schools are funded by the state. This is an institution that needs help from the government. It is the same in public schools where the government that mandates the school pays the school's needs in whole or in part, by the resident tax. The Australian Catholic School falls into this category, where the Australian government is funding Catholic schools as well as state schools. Non-independent Catholic schools in Scotland are another example where these institutions are fully funded by the Scottish Government.
Private school
Private schools, also known as independent schools are not managed by local, state or national governments. They may instead choose their students and be funded in whole or in part by the tuition fees charged to students, rather than relying on government as a public school. Students may also earn a scholarship to enter a private school depending on the student's aptitude.
Voluntary help school
Voluntary assisted schools are a kind of "school maintained", meaning that they receive most of their operational costs from the central government through local authorities, and do not charge students. In contrast to other types of schools maintained, only 90% of the voluntary government-assisted school costs are met by the government. The foundation contributes the remaining capital costs, owns land and school buildings and appoints the majority of school governors. The governing body runs schools, hires staff and decides on school admission arrangements, subject to rules imposed by the central government. Students follow the National Curriculum, except that religious schools can teach Religious Education according to their own faith. In the sector maintained in the UK, about 22% of primary schools and 17% of secondary schools are volunteered, including all Roman Catholic schools and non-Christian religious schools.
International benefits
Preferences for the poor
Catholic schools have undergone the changes heralded by the Second Vatican Council in connection with Catholic social teaching launched on the poor: "First and foremost, the Church offers its educational services to the poor, or those who have lost their family and love or support far from belief.... "These changes have led to instances in Brazil, Peru, and Chile where contributions have led to" new ways of schooling "by including disadvantaged people and people in poor areas into education.
High attendance and performance
Empirical evidence in the United States and Australia shows that greater education performance and attendance in Catholic schools is in stark contrast to its public counterparts. Evans and Schwab (1998) in their experiments found that attendance at Catholic schools in the United States increased the chances of completing high school or starting college by 13%. Similarly, experiments conducted by Williams and Carpenter (1990) Australia through comparing previous examinations by private and public schools have concluded that students in private education outperform them from government schools on all educational, social and economic indicators.
Girls in community development
The Catholic school has shown a major impact in changing the role of women to countries such as Malta and Japan. The Catholic school of girls in Malta, for example, shows: "... evidence of a tremendous commitment to the full development of girls in a global society." Similarly, all girls schools in Japan also make a strong contribution to "private patriarchal and educational society" .
International challenge
Economic imbalances
Costly fees and the need to earn high salary levels contribute to the difficulty of maintaining a Catholic school. Many US Catholic schools in the United States in the inner serving traditionally are continuously forced to close at an increasing rate. This can be seen as contrary to the principles of Catholic schooling because it is not in line with its reality. The privileged service for the poor is a problem when there is a clear distinction that richer Catholic schools receive better and more specialized resources than those in low-income areas. Today is being experienced in Latin America and other national settings where financial constraints in serving the poor are not done because state aid or subsidies are not available for Catholic schools.
Political context
There are instances where some of the political ideologies involved with secularism or countries with high nationalism are suspicious of what Catholic schools teach. Moral and social teachings by Catholic schools can be seen as "the continuation of Colonial cultural dominance from society," still felt in Zambia, Malawi, and Spanish colonies.
See also
- Category: Catholic schools by country
- Category: Roman Catholic school by continent
- Christian School
- National Catholic Education Association
- Parish School
- Catholic University
- Catholic school uniform
References
External links
- Alliance for Catholic Education - more information on support for Catholic schools in the United States
- College and Catholic University in the United States
- Catholic Schools List of Catholic schools in Australia
- List of Catholic schools in Denmark dead link
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