Catholic school

Across Europe, North America, Australia and New Zealand, a major historical driver for the establishment of Catholic schools was Irish immigration.

Historically, the establishment of Catholic schools in Europe encountered various struggles following the creation of the Church of England in the Elizabethan Religious settlements of 1558–63.

[3] This led to the development of numerous native religious congregations which established schools, hospitals, orphanages, reformatories, and workhouses.

[4] Like other Christian-affiliated institutions, Catholic schools are generally nondenominational, in that they accept anyone regardless of religion or denominational affiliation, sex, race or ethnicity, or nationality, provided the admission or enrollment requirements and legal documents are submitted, and rules and regulations are obeyed for a fruitful school life.

[5][6] The religious education as a core subject is a vital element of the curriculum where individuals are to develop themselves: "intellectually, physically, socially, emotionally and of course, spiritually.

In 1988, all Catholic religious brothers older than 55 were asked to retire with immediate effect, creating vacancies for lay teachers to take over.

Any new brother wanting to join the teaching profession in Malaysia must be in the civil service and share the same status as lay teachers.

With Islam being the state religion, compulsory or elective Bible lessons today are limited only to those of the Catholic faith.

Today, there are 68 Sisters of the Infant Jesus, 11 parish convents, and 46 La Salle Brothers schools in the country.

[citation needed] The Catholic Church in Pakistan is active in education, managing leading schools in addition to its spiritual work.

At the crossroads of education, Church and society, this type of Catholic school admits everyone, whatever his or her religious or ideological background may be.

Pre-existing rights for tax-funded minority Catholic and Protestant schools had become a significant point for negotiations surrounding Canadian Confederation.

It was finally resolved at the London Conference of 1866 with a proposal to preserve the separate school systems in Quebec and Ontario.

The secular system was upheld, with the guarantee of French instruction later revoked in 1916, leaving English as the only official language in use in the province until it was reinstated in 1985.

The near-exclusive public funding for a single religious denomination in the province of Ontario has garnered controversy in the last few decades.

The controversy led to a Supreme Court decision in 1996 that held that the provincial education power under section 93 of the Constitution Act, 1867 is plenary, and is not subject to Charter attack.

The Committee restated its concerns on November 2, 2005, when it published its Concluding Observations regarding Canada's fifth periodic report under the Covenant.

The Committee observed that Canada had failed to "adopt steps in order to eliminate discrimination on the basis of religion in the funding of schools in Ontario."

For example, Holy Angels has become one of the strongest academic institutions in the country; it serves the Kenwood, Oakland neighborhoods of South Side Chicago, Illinois, where 3 out of 4 people live in poverty and violent crime is frequent.

[30] These are: In 2015, the Inner-city Scholarship Fund run by the Archdiocese of New York announced the largest-ever gift of private money to Catholic schooling.

[32] Negative economic fluctuation is noted as a major reason for these declining numbers, as families have struggled to balance finances with uncertainty in employment statuses.

In the early 1970s, increasing rolls and funding constraints saw Catholic schools accumulating large amounts of debt or being run down.

New Zealand Catholic schools are built on land owned by the diocese; if the government were to fund Catholic school property maintenance and capital works above the entitlement of any other private property owner, it would be transferring wealth to the bishop, breaking the separation of church and state.

Catholic educational practices were brought to the indigenous population of the Inca by Spaniards, Portuguese and European cultures.

[citation needed] Empirical evidence in the United States[failed verification] and Australia indicates that education performance and attendance are greater in Catholic schools in contrast to its public counterparts.

[42] Catholic schooling has indicated a large impact in the changing role of women for countries such as Malta and Japan.

[41] The expensive cost and necessity to provide high salary levels contribute to the difficulty of maintaining Catholic schools.

Many Catholic schools in the United States in inner America which have traditionally served the most are being forced to close at an increasing rate.

[41] This is also being experienced in Latin America and other national settings where financial constraints in serving the poor create obstacles, and there is a lack of support from state aid or other subsidies.

[citation needed] There have been instances where some political ideologies that are engaged with secularism or countries that have high nationalism are suspicious of what Catholic schools are teaching.