Fr. Stephen Reilly & Mary Lappin
Twenty years on from the merger of Scotland’s Catholic teacher training college with the University of Glasgow, this paper examines the formation of Catholic teachers in Scotland in light of the Holy See’s vision. It concludes that the academic formation and opportunities for dialogue allow such a vision to be fulfilled to a large degree. What remains is to present students with a compelling vision of Catholic educational philosophy and an experiential “formation of the heart”.
Rodrigo Queiroz e Melo
Catholic Schools in a T-World – front runners in sense making is an article about the role of schools and teachers in a technology rich world. Not only about how education systems should incorporate technology in the educational processes, but mainly about how technology is changing the roles of schools and teachers. The foreseeable impact of the 4th industrial revolution goes far beyond manufacturing and other productive aspects of our life. Big data, the internet of things, artificial intelligence, robotics, all concur to radically change the way we work, but also the way we live and the way we organize our societies.
Correia, Ana M. . Teixeira, Vitor S. | Associate Professor in the School of Education of the University of Saint Joseph . Assistant Professor in the Faculty of Social Sciences of the University of Saint Joseph
Since the establishment of St. Paul’s College, the first Western-like University in East Asia, Catholic education has had an enduring presence in Macao’s educational landscape. Filling the gap in educational provision during the period of Portuguese administration, Catholic schools still comprise 36.4% of the non-tertiary educational service delivery in the Macao Special Administrative Region.
Andrew Morris | Birmingham, England
Despite there being significant numbers of state maintained Catholic schools in England, they have proved to be of interest only to a minority of empirical researchers, usually those directly involved in their promotion. Recent government initiatives encouraging further provision of schools with a religious character have proved controversial and have prompted interest in their comparative academic performance.