Faith-Inspired Schools in Sub-Saharan Africa : An Introduction to the Summer 2014 Issue

doi:10.1080/15570274.2014.918754

Publication:
Faith-Inspired Schools in Sub-Saharan Africa : An Introduction to the Summer 2014 Issue

dc.contributor.author	Wodon, Quentin
dc.date.accessioned	2014-10-27T19:25:36Z
dc.date.available	2014-10-27T19:25:36Z
dc.date.issued	2014-06-10
dc.description.abstract	At a time when many sub-Saharan African countries may not achieve the education targets set forth in the Millennium Development Goals, and discussions on the post-2015 agenda are the topic of the day in development circles, the contribution of private providers of education, including faith-inspired schools (FISs), is crucial. For these providers to work alongside the state in the delivery of services, and possibly benefit from state support, basic information is required on their market share, reach to the poor, cost for households, and satisfaction of users with the services received. Yet today little systematic evidence is available on the role of FISs, at least in sub-Saharan Africa, and how they compare to other (public and private secular) schools. This special issue of The Review of Faith & International Affairs aims to bridge this knowledge gap. The purpose of this introduction is to briefly summarize the articles’ main findings and suggest some areas for further research.	en
dc.identifier.citation	The Review of Faith & International Affairs
dc.identifier.doi	10.1596/20470
dc.identifier.issn	1557-0274
dc.identifier.uri	https://hdl.handle.net/10986/20470
dc.language.iso	en_US
dc.publisher	Taylor and Francis
dc.rights	CC BY-NC-ND 3.0 IGO
dc.rights.holder	World Bank
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/igo
dc.subject	faith-inspired schools
dc.subject	education services
dc.subject	community values
dc.subject	missionary schools
dc.subject	religious education
dc.subject	educational attainment
dc.title	Faith-Inspired Schools in Sub-Saharan Africa : An Introduction to the Summer 2014 Issue	en
dc.type	Journal Article	en
dc.type	Article de journal	fr
dc.type	Artículo de revista	es
dspace.entity.type	Publication
okr.date.disclosure	2014-10-27
okr.date.doiregistration	2025-05-06T11:10:06.838095Z
okr.doctype	Publications & Research::Journal Article
okr.externalcontent	External Content
okr.globalpractice	Education
okr.identifier.doi	10.1080/15570274.2014.918754
okr.journal.nbpages	1-4
okr.language.supported	en
okr.peerreview	Academic Peer Review
okr.region.administrative	Africa
okr.region.geographical	Sub-Saharan Africa
okr.relation.associatedurl	http://www.tandfonline.com/doi/abs/10.1080/15570274.2014.918754
okr.topic	Education::Education and Society
okr.topic	Education::Educational Institutions & Facilities
okr.topic	Education::Effective Schools and Teachers
okr.volume	12(2)
relation.isAuthorOfPublication	145013f5-76a3-5525-874a-d3ab1b1db9c5
relation.isAuthorOfPublication.latestForDiscovery	145013f5-76a3-5525-874a-d3ab1b1db9c5