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All secondary schools in England have been required to teach Relationships and Sex Education (RSE) since 2019, which has raised particular challenges for – and confrontations with – religious minorities. This paper draws on ethnographic research to centre analysis on the fraught moral binds felt by Jewish parents and educators as they struggle to decide when and how to equip children with knowledge while needing to conform to institutional positions on what protection means. Bodily knowledge is redacted across religious/state models of education, which propagates the maintenance of social boundaries and definitions of sexual transgression, but do not stop the quests and questions that adolescents harbour during puberty and development. The paper draws attention to the use of bracketed words in feminist scholarship to convey how terms are projected as having universal meanings or connotations, which are, in reality, socially situated or at least used in socially sanctioned ways. [ABSTRACT FROM AUTHOR]

This paper presents an empirical analysis of the impact of school type on students’ levels of religiosity. We use a new dataset on female students of registered madrasas (Islamic schools) and secular schools from urban parts of Pakistan. On most counts of religious behavior the students from the two groups record broadly similar results. However, our probit analysis shows that when we control for students’ socio-economic profile and attitudes, on few counts of religiosity madrasa effect does emerge but it disappears as soon as we control for parental level of education. Our findings support the hypothesis that parental education, especially mother’s education, is key to modernising religious and cultural norms in conservative societies. [ABSTRACT FROM AUTHOR]

In the public and political debate about religious schools in the Netherlands, various arguments recur. Those arguments are not isolated or neutral, but are shaped and defined by various normative assumptions. Arguments against religious schools are, for instance, affected by the dominant secular discourse in Western Europe. Unconscious normative assumptions are potentially problematic if they remain unnoticed and if there is a lack of reflection on them. A religious worldview has become a minority perspective in the Netherlands, which makes it important to reflect on the normative assumptions underlying the arguments in the debate about religious schools in order to avoid blindly and uncritically imposing a majority norm on a minority. In this article, the arguments dominating the public and political debate on religious schools in the Netherlands are discerned. Implicit assumptions are brought to the surface and analysed from an interreligious perspective. In order to do so, the social, religious and historical context of the Dutch debate is reflected upon, and the recurring arguments are defined by conducting a qualitative content analysis. • Arguments in the debate on religious schools in the Netherlands are not neutral. • Normative assumptions are underlying the debate on religious schools. • A secular norm is visible in the Dutch debate on religion in education. • A shift is visible towards an emphasis on the value of equality. [ABSTRACT FROM AUTHOR]

This qualitative case study explores the effect of government aid and related policies on the institutional character of Catholic secondary schools in Uganda. Private Catholic and government aided Catholic schools showed a clear and coherent institutional identity that fosters a positive school culture. However, Catholic school autonomy and identity are constrained by state policy, especially in government aided Catholic schools. Government control over selection of personnel and students in government aided schools affects mission alignment, goals and values, and perceptions of responsibility. Resource scarcity and leadership are key factors that affect the degree of state influence. This study suggests that further research should consider the relationship between autonomy and school climate and culture, especially in faith-based schools. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of children’s proficiency in English, reading and maths on the basis of a citizen-led household survey run by the Annual Statistics of Education Report (ASER) in Pakistan in 2014. Our main analysis involves a sub-group of 26,070 children who were reported to be 8 years-old at the time of the survey. It was important for our purposes that this survey collected equivalent data on children in public, private and religious schools, as well as those not attending school at all. Unsurprisingly, the main difference in outcomes is between those children who attend school, and those who do not. Those missing out on school are more likely to be girls, and from poorer families in rural areas. For those who attend school, there are differences between state-funded and private school intakes, in terms of family background and test results. A binary logistic regression analysis is used to help assess the relationship between attending different types of schools and children’s attainment of a specific proficiency level. Once their different student intakes are taken into account, the difference in test outcomes between government and private schools largely disappears. The worst outcomes are associated with the small proportion of children educated only in Madrasahs. The paper ends by proposing that policy-makers press for enforcement of schooling for all, aiming for a universal state -funded system with equivalent opportunities for all, meaning that the stop gap of cheap private schools in poorer areas is no longer necessary. [ABSTRACT FROM AUTHOR]

This paper aims to extend the discussion on intersectionality by focusing on the intersection between gender and religiosity while addressing the main challenges which face young religious Jewish women in Israel who have chosen the STEM path. The paper is based on a qualitative narrative analysis of in-depth interviews with 45 participants (female Jewish religious students, their mothers, and secondary school science teachers). The findings revealed six structural challenges faced by young religious women in the STEM path: 1) difficulties in managing a healthy balance between family and career; 2) alienation; 3) disapprobative environmental reaction in the religious community; 4) lack of female religious role models; 5) Jewish religious traditions as a limiting factor when competing with secular counterparts; and 6) the paradox of the supportive environment in all-female religious secondary schools. According to the women's narratives, the religiosity component in some challenges is more salient and pronounced than gender. • The paper focuses on intersection between gender and religiosity in the STEM field. • We studied the main challenges which face young religious Jewish women in STEM path. • The paper is based on a qualitative narrative analysis of 45 in-depth interviews. • We revealed six structural challenges faced by young religious women in the STEM path. • The religiosity component in some challenges is more salient than gender. [ABSTRACT FROM AUTHOR]

This paper provides the first comparative assessment of the market share and socio-demographic correlates of children's enrolment in madrasahs in rural Bangladesh using data from a purposefully designed household and community surveys and census conducted in 12 districts. We find that unrecognized madrasahs do have a large presence in rural areas in terms of total numbers but their enrolment share is small. Recognized madrasahs on the other hand has a much larger share in overall student enrolment, particularly in secondary education. Sample households primarily report religious concerns as the motivation for sending children to madrasahs. Yet, only in 7% of households do all school-aged children attend madrasahs implying that religious preference matters but is not the single most important motivation for madrasah education. Therefore we formally investigate the individual, household and community related correlates of madrasah enrolment among 6-18 years old children using Probit regression model. We find a relatively weak effect of gender implying that rural madrasahs attract both boys and girls. Older children are more likely to be enrolled in madrasahs. A statistically significant and negative relationship is found between madrasah enrolment and household income as well as household's access to electricity. Among community-specific factors, children living in locations with fewer non-madrasah schools are more likely to attend madrasahs. Presence of NGOs and availability of satellite dish connection also significantly reduce enrolment in madrasahs. We additionally use nationally representative household survey data to validate some of these findings. [ABSTRACT FROM AUTHOR]

This study examines the relationship between affective, normative, and continuance commitment of teachers to their profession and their organization, and turnover intentions. Hong Kong teachers (N = 1060) from religious and non-religious, English medium and Chinese medium of instruction, and band 1 and band 2 schools participated. Teachers from religious schools were higher in affective commitment to organization while teachers from non-religious schools were higher in normative commitment to profession. Teachers from EMI and band 1 schools were higher in affective and normative commitments while teachers from CMI and band 2 schools were higher in turnover intentions. [ABSTRACT FROM AUTHOR]

Education, public awareness and training are the keys towards sustainability. Focusing on the Sekolah Agama Rakyat/SMAR (People's Religious School) and Sekolah Agama BantuanKerajaan/SABK (Religious School of Government Assistance), an assessment on school facilities has been done. The research only focused on the physical factors of the SMAR and SABK. Quantitative methods were conducted with 16 schools of SMAR and SABK are involved. Findings indicate that SMAR and SABK generally do not provide adequate facilities to the students for their education. Therefore there is a need for better solutions such as increase in government financial aid, renovation and improvement of school building from government and related agencies. [ABSTRACT FROM AUTHOR]

The present study tested the relationships between spirituality, differentiation of self (DoS), social justice commitment, and intercultural competence among graduate trainees in the helping professions. The sample consisted of 139 graduate students at a Protestant-affiliated university. Results supported the hypotheses that DoS would mediate the relationships between spiritual well-being and both social justice commitment and intercultural competence. DoS also mediated the relationship between spiritual instability and intercultural competence, but this was not observed for the links between spiritual instability and social justice commitment. Implications are considered for training in intercultural competence and social justice, particularly with highly religious trainees. [Copyright &y& Elsevier]

Objectives: To assess the effectiveness of a scabies control programme in reducing the prevalence of scabies in urban Bangladesh madrasahs, where the condition is extremely common. Study design: A controlled trial involving four intervention madrasahs (total students 2359) and four control madrasahs (total students 2465) in Dhaka Metropolitan Area. Methods: A baseline scabies sample survey was carried out on 40 and 44 students of four intervention and four control madrasahs, respectively. Another 40 students of the intervention madrasahs were administered a pre-intervention test on scabies knowledge. This was followed by mass treatment of all students, teachers and staff of the eight madrasahs with topical 5% permethrin cream. The subsequent intervention involved daily monitoring of students for five key personal hygiene practices, weekly 10-min scabies health education classes, supply of simple and inexpensive products to students to prevent cross-infestation to/from peers (e.g. plastic bags, clothes hangers), and chemotherapy of new students detected with scabies. After 4 months of the intervention, the prevalence of scabies, personal hygiene practices and scabies knowledge were assessed in students of the intervention madrasahs. Results: Before the intervention, the prevalence of scabies was 61% and 62% in intervention and control madrasahs, respectively (P = 1.00). After mass scabies treatment in all eight madrasahs and 4 months of intervention, the prevalence of scabies was reduced to 5% and 50% in intervention and control madrasahs, respectively (P < 0.001). There were significant improvements in all five personal hygiene practices at the intervention madrasahs. Mean test scores for scabies knowledge were 40% before the intervention and 99% after the intervention in the four intervention madrasahs. The cost of this programme was US$1.60 per student, and primarily included products such as plastic bags and clothes hangers, and health education material. Conclusions: This programme demonstrates a pragmatic and cost-effective way to control scabies in a residential institutional setting. It is recommended that this programme should be scaled up to all residential madrasahs in Bangladesh. [ABSTRACT FROM AUTHOR]

Abstract: Scrupulosity is a form of obsessive–compulsive disorder (OCD) characterized by a tendency to have persistent doubts about God, sin, and the adequacy of one''s religious behaviors and devotion. To date, no published studies have compared scrupulosity in high- and low-religious Muslim and Christian samples. In the present study religious school students as well as high- and low-religious university students in Turkey and Canada were compared on the Penn Inventory of Scrupulosity (PIOS), Obsessive Beliefs Questionnaire (OBQ-44), and symptom measures of obssesionality and negative affect. Between-group comparisons revealed that the highly religious Turkish sample scored significantly higher than the highly religious Canadian students on the PIOS Fear of God but not the Fear of Sin subscale. Separate multiple regression analyses revealed that the Clark-Beck Obsessive Compulsive Inventory (CBOCI) Obsessions subscale, OBQ-44 Importance and Control of Thoughts subscale, and guilt were significant unique predictors of PIOS scrupulosity. These findings suggest that subtle differences exist in how scrupulosity is manifested in Islamic and Christian believers. [Copyright &y& Elsevier]

This paper explores teacher beliefs that influence the ways Information and Communications Technologies (ICT) are used in learning contexts. Much has been written about the impact of teachers’ beliefs and attitudes to ICT as ‘barriers’ to ICT integration (). This paper takes a closer look at the types of beliefs that influence ICT practices in classrooms and the alignment of these beliefs to current pedagogical reform in Australia. The paper draws on data collected through the initial phase of a research project that involved an Industry Collaborative of four Catholic primary schools (prep – grade 7). Data are drawn from teacher surveys, interviews and document analysis. The results present specific links between ICT beliefs that are informing teachers’ practices. ICT beliefs and practices are aligned to reform agenda for digital pedagogies. The findings of this research inform teacher ICT practice and requirements for ICT professional development. [Copyright &y& Elsevier]

Summary: This paper uses new data on female graduates of registered secondary secular schools and madrasas from rural Bangladesh and tests whether there exist attitudinal gaps by school type and what teacher-specific factors explain these gaps. Even after controlling for a rich set of individual, family and school traits, we find that madrasa graduates differ on attitudes associated with issues such as working mothers, desired fertility, and higher education for girls, when compared to their secular schooled peers. On the other hand, madrasa education is associated with attitudes that are still conducive to democracy. We also find that exposure to female and younger teacher is associated with more favorable attitudes among graduates. [Copyright &y& Elsevier]

There is speculation about madaris in Pakistan as sources of terrorists and about levels and reasons for enrolment, but a dearth of empirical data. We studied madarsah enrolment among 53,960 representative households; 853 focus groups of parents discussed enrolment choices. In 2004, 2.6% of all children (3.8% of school-going children) aged 5¿9 years attended a madarsah. Children from urban and less educated households were more likely to attend a madarsah, but there was no difference by sex of the child or household vulnerability. Parents chose madaris because they offered an Islamic education. Our findings challenge misconceptions about madaris in Pakistan. [Copyright &y& Elsevier]

• Examine the influence of school experiences on university students' creativity. • Include school types (traditional/religious/alternative) at primary/secondary level. • Include perceived Teaching Styles (independence/flexibility/integration/judgment). • Uni-students from alternative second-schools score high on divergent thinking. • TS in alternative second-schools are perceived high on independence and flexibility. School is an excellent place to foster young learners' creative thinking skills. However, the emphasis on creativity varies among schools. In two studies the putative influence of school education on the development of students' creativity was examined by means of a retrospective approach. We investigated whether two influential factors within school education (1) school type (i.e., traditional vs. alternative vs. religious) and (2) perceived teaching style (i.e., independence, judgment, flexibility, integration) associate with students' creativity at university entrance level. The difference was examined at the primary and secondary school level, respectively. Study 1a found that students who attended alternative schools at the secondary school level performed better on divergent thinking tasks as compared to students who attended traditional or religious schools. Relationship between students' creative performance and the perceived teaching styles were inconclusive. Finally, teaching styles in alternative schools during secondary education were perceived as high in independence and flexibility. Study 1b replicated the finding that university students who attended alternative schools during secondary education have an advantage in divergent thinking. Taken together, our results highlight the positive influence of alternative school education on students' creative performance at the university entrance level. [ABSTRACT FROM AUTHOR]

Abstract: In this paper we present new evidence on the impact of school characteristics on secondary student achievement using a rich dataset from rural Bangladesh. We deal with a potentially important selectivity issue in the South Asian context: the non-random sorting of children into madrasas (Islamic faith schools). We do so by employing a combination of fixed effects and instrumental variable estimation techniques. Our empirical results do not reveal any difference in test scores between religious and secular schools when selection into secondary school is taken into account. However, we document significant learning deficit by gender and primary school type: girls and graduates of primary madrasas have significantly lower test scores even after controlling for school and classroom-specific unobservable correlates of learning. [Copyright &y& Elsevier]

A case was defined as nausea/vomiting, diarrhea, and abdominal discomfort in a resident of the religious school on 1 SP st sp March 2018. B Background: b On 1 SP st sp March 2018, 15 students of a religious boarding school presented to a tertiary care hospital in Islamabad with complaints of nausea, vomiting, abdominal pain and diarrhea. [Extracted from the article]

Relationships between religious beliefs, institutions, educational strategies, and delivery pose practical challenges for policy makers in all countries. They have particular significance today in Bangladesh given the national and regional developments that shine light on religious roles within national identity and minority communities. Challenges range from coordination of different systems for purposes of employment credentials, equity, and quality assurance to fundamental questions about the values that underlie curricula. A related challenge involves national objectives to instill shared civic values through education and to address mounting intergroup tensions. How the wide variety of religiously managed education institutions in Bangladesh approach these issues is poorly understood and subject to significant misunderstandings. Knowledge about different types of schools and programs led by religious institutions in Bangladesh is incomplete in terms of numbers, approach, and results. Knowledge gaps contribute to misunderstandings and social and political tensions. This review describes and analyzes faith-inspired education providers in Bangladesh, the most prominent of which are Islamic madrasas and Catholic schools. It sets faith-inspired education in a historical context and highlights contemporary issues for policy makers that arise from their approach and that feature in public discourse about the links between religion and education. The aim is to build constructively on the legacies of religious contributions to education, address both articulated and unarticulated tensions, and to identify ways in which contemporary innovations among religiously inspired education providers contribute to broader national education goals. [ABSTRACT FROM AUTHOR]

• A mix of public, private, and religious schools may expand school choice. • In most areas of Egypt, pre-university school "choice" is limited to public schools. • Attendance of private higher education has increased over time. • Attendance of religious pre-university education has increased over time. • Families prefer public schools' cost, other types are perceived as higher quality. This paper examines patterns of school choice in Egypt from primary through higher education. We use a mixed-methods approach, combining survey data with qualitative in-depth interviews to explore schooling decisions. We find that attendance of private education institutions has increased over time but only at the university level. Azhari (Islamic religious) school attendance at the pre-university level has increased over time. Multivariate models show that girls are more likely than boys to attend public schools. Students from higher socio-economic status households are the most likely to attend private schools, while Azhari schools are attended by students of diverse socio-economic backgrounds. Yet in most geographic areas school "choice" at the pre-university level is effectively limited to public schools. When choices are available, qualitative data indicate that families still tend to prefer public schools due to their low cost, although private and religious schools are generally perceived to be of higher quality. [ABSTRACT FROM AUTHOR]

• We identify and map a culture war between progressives and conservatives in Israel's Zionist-religious public schools. • Through a thick description of one case study, we illuminate the linkage of neo-liberalism and the rising power of parents in Zionist-religious public schools. • Findings illuminate tensions around admission criteria in religious schools, based on religious observance, which seek to favor academic rigor and privileged social status. This research examines the division of one religious-Zionist elementary public school in Israel. Led by the Parents' School Committee (PSC), discussions soon resulted in a fierce religious culture war between two groups of liberal and conservative parents who had two separate visions for the future of the school. Semi-structured interviews were conducted with prominent PSC members. Utilizing Bourdieu's concept of social field, interviews were analyzed to outline the culture war that divided the community and led to the foundation of a conservative school with gender separation and a liberal school with no gender separation for young children. Findings illuminate tensions around admission criteria in religious schools, based on religious observance, which seek to favor academic rigor and privileged social status. [ABSTRACT FROM AUTHOR]