venerdì 29 settembre 2017

MIGRATION CRISIS: SHARE THE JOURNEY - COMPARTIENDO EL VIAJE - PARTAGER LE CHEMIN


War, exploitation, poverty, natural disasters or the desire for a fairer, better life, are causing people to leave their homes.
It’s one of the greatest challenges of our time.
As a result, our world faces not a migration crisis, but a crisis of global solidarity. Be part of a worldwide campaign to reach out to migrants, change perceptions, open hearts and minds, and strengthen the bonds that unite us all.

La guerre, l’exploitation, la pauvreté, les catastrophes naturelles ou encore le désir d’une vie meilleure et plus juste poussent les personnes à quitter leur maison. C’est l’un des plus grands enjeux de notre temps.
En conséquence, notre monde affronte non pas une crise migratoire mais une crise de solidarité mondiale. Prenez part à l’effort mondial de tendre la main aux migrants, de changer les mentalités et les relations et de renforcer les liens qui nous unissent tous.

La guerra, la explotación, la pobreza, las catástrofes naturales o el deseo de una vida más justa y mejor provocan el abandono del propio hogar y consecuente desplazamiento. Este es uno de los mayores desafíos de nuestro tiempo.
Como resultado, nuestro mundo no se enfrenta a una crisis migratoria, sino a una crisis de solidaridad global. Participe en una iniciativa mundial para ayudar a los migrantes, cambiar las mentes y las relaciones y fortalecer los lazos que nos unen a todos.

http://journey.caritas.org/



giovedì 28 settembre 2017

World Teachers' Day 2017 -TEACHING IN FREDOM - EMPOWERING TEACHERS

The United Nations' (UN) World Teachers' Day celebrates the role teachers play in providing quality education at all levels. This enables children and adults of all ages to learn to take part in and contribute to their local community and global society.

UN World Teacher´s Day
Teachers are recognized for their contributions to society on World Teachers' Day.
©iStockphoto.com/Ekaterina Monakhova

What Do People Do?

Various events are arranged in many countries around the world on or around October 5. These include celebrations to honor teachers in general or those who have made a special contribution to a particular community. The day may also be marked by conferences emphasizing the importance of teachers and learning, extra training sessions for teachers, recruitment drives for the teaching profession among university students or other suitably qualified professionals and events to increase the profile of teachers and the role they play in the media.
Trade unions or other professional organizations that represent teachers play an important role in organizing World Teachers' Day events in many countries.


2 october - INTERNATIONAL DAY OF NO-VIOLENCE - EL DIA INTERNACIONAL DE LA NO VIOLENCIA - JOURNEE INTERNATIONALE DE LA NO-VIOLENCE

     
The International Day of Non-Violence is marked on 2 October, the birthday of Mahatma Gandhi, leader of the Indian independence movement and pioneer of the philosophy and strategy of non-violence.
According to General Assembly resolution A/RES/61/271 of 15 June 2007, which established the commemoration, the International Day is an occasion to "disseminate the message of non-violence, including through education and public awareness". The resolution reaffirms "the universal relevance of the principle of non-violence" and the desire "to secure a culture of peace, tolerance, understanding and non-violence".
Introducing the resolution in the General Assembly on behalf of 140 co-sponsors, India’s Minister of State for External Affairs, Mr. Anand Sharma, said that the wide and diverse sponsorship of the resolution was a reflection of the universal respect for Mahatma Gandhi and of the enduring relevance of his philosophy. Quoting the late leader’s own words, he said: "Non-violence is the greatest force at the disposal of mankind. It is mightier than the mightiest weapon of destruction devised by the ingenuity of man".
El día Internacional de la no violencia es observado el 2 de octubre, el aniversario del nacimiento Mahatma Gandhi, líder del movimiento de la Independencia de la India y pionero de la filosofía y la estrategia de la no violencia.
De acuerdo con la resolución A/RES/61/271 de la Asamblea General del 15 de junio del 2007 Documento PDF, la cual establece que la conmemoración, el Día Internacional es una ocasión para «diseminar el mensaje de la no violencia, incluso a través de la educación y la conciencia pública». La resolución reafirma «la relevancia universal del principio de la no violencia» y el deseo de «conseguir una cultura de paz, tolerancia, comprensión y no violencia».
Al presentar la resolución en la Asamblea General, representando a 140 patrocinadores, el Ministro de Estado para Asuntos Exteriores de la India, el Sr. Anand Sharma, dijo que el amplio y diversificado patrocinio de la resolución constituía un reflejo del respeto universal hacia Mahatma Ghandi y de la perdurable relevancia de su filosofía. Al citar las propias palabras del difunto líder, dijo que «la no violencia es la mayor fuerza a la disposición de la humanidad. Es más poderosa que el arma de destrucción más poderosa concebida por el ingenio del hombre».
La Journée internationale de la non-violence est célébrée le 2 octobre, jour anniversaire de la naissance du Mahatma Gandhi, chef du mouvement pour l’indépendance de l’Inde et pionnier de la philosophie et de la stratégie de la non-violence.
En vertu de la résolution de l’Assemblée générale du 15 juin 2007 [A/RES/61/271], la Journée internationale est l’occasion de diffuser le message de la non-violence notamment par des actions d’éducation et de sensibilisation. La résolution réaffirme la pertinence universelle du principe de non-violence et souhaite favoriser une culture de paix, de tolérance, de compréhension et de non-violence. En proposant la résolution à l’Assemblée générale, au nom de ses 140 coauteurs, le Ministre des Affaires étrangères de l’Inde, M. Anand Sharma, a déclaré que le grand nombre et la diversité des coauteurs du projet de résolution témoignent du respect universel que Mahatma Gandhi inspire et de la pertinence immuable de sa philosophie humaine. Citant les propos de Gandhi, il a dit : « La non-violence est la plus grande force que l’humanité ait à sa portée. Elle est plus puissante que l’arme la plus destructive inventée par l’ingéniosité de l’homme ».



mercoledì 27 settembre 2017

CONGO RG - VISITE A LES COMMUNAUTES DE L'EST

Le Père KABUGE Albert et le Père Paul Eric ont effectué un voyage vers les communautés de l' EST de la Province Salésienne d'AFC avec un objectif de partager ensemble les expériences missionnaires, la coordination des projets en ce début de l'année pastorale 201-2018. Nous voulons répondre à l'appel du Pape François et du Recteur Majeur Fernandez sur l'Année d' Ecoute et d'Accompagnement. Merci à tous les confrères, les jeunes et les enfants qui nous ont accueillis avec joie. Prions pour ces oeuvres afin que Dieu nous donne la force de répondre à l'appel, aux besoins des jeunes. Nous comptons sur chacun d'entre vous. C'était un moment de réconfort, de joie pour nous tous.


venerdì 22 settembre 2017

TEACHER IDENTITY IN THE 21st CENTURY


How national policies and cultural factors influence the development of teachers’ professional identities is the subject of a new set of studies commissioned by Education International – an eye-opener for educators and policy makers alike.
The Centre for the Use of Research and Evidence in Education (CUREE) and Education International (EI) are developing a new set of studies that focus on teacher supportive measures, teacher well-being and the interplay of different actors when it comes to policy making in education.
Results from Scotland
The first country survey highlights available refer to Scotland, with data about what teachers value about education, where the limits are to their autonomy and what their most important teaching aims are. Interestingly enough, ensuring success in formal examinations is the least important of their aims, while promoting students’ enjoyment in education is the first according to the study’s results.
While wishing to engage in life-long professional learning, most teachers regret the lack of opportunities to do so. And very few feel empowered or listened to when it comes to contributing to national decisions on education (15 percent).
Time constraints and workload being dictated to them from a higher level seem to be the most common problems faced by the Scottish educators: “I get told what to do with very little regard to my opinion or experience”, regrets a primary classroom teacher who answered the survey.
On top of this, a striking 78 percent of teachers do not feel they are able to have a good work-life balance.
Next steps
The project will analyse the data available from the six other countries (Germany, Kenya, Canada, Sweden, Chile and  Singapore) and bind them in a publication that will make up part of the study. As the Scottish research highlights show, educators, their organisations and policy makers will be able to access a new set of ground-breaking data that will be useful when defining policy measures.
"It is very exciting to be working on how different countries construct teachers’ professional identities. We think this picture from our work with colleagues from EIS (The Educational Institute of Scotland) who have been willing to act as pioneers in Scotland illustrates how the research can hold up a constructive mirror for the profession within individual countries. The forthcoming portraits from another six countries, taken together, will build a bigger picture to help teachers’ professional associations and governments learn from each other internationally," said CUREE head of research, Philippa Cordingley.
You can find the survey report here, and the first of the country profiles - Ontario, Scotland and Sweden.

mercoledì 20 settembre 2017

BURUNDI. FORMATION DES ENSEIGNANTS - Justine Ndayisaba, coordonnatrice national

Le 06/09 et le 08/09/2017, les enseignants catholiques du Burundi unis dans les équipes enseignantes étaient réunis à Bujumbura dans une des salles au centre national de formation permanente des mouvements d'action catholiques et des laïcs autour des thèmes suivants:
1. L'évangile de la création ( selon la lettre encyclique du pape François sur la sauvegarde de la maison commune Laudato si;
2. L'alcoolisme;
3. Les attitudes d'un chrétien dans l'église et dans la société pour contribuer dans la paix et le développement durable.
On a nommée Justine Ndayisaba  de rester encore coordonnatrice nationale après renouvellement du bureau.




martedì 19 settembre 2017

MALTA - A SHORT OVERVIEW OF EDUCATION SYSTEM

 Education System in Malta

Education in Malta is regulated by the Education Act of 1998 and subsequent amendments. The Ministry of Education and Employment (MEDE) is responsible for the administration, organisation and the financial resources in state schools at all levels of education. The National Minimum Curriculum provides the educational vision for all schools in Malta and Gozo.
Compulsory education between the age of 5 and 16 is provided by the Directorate for Educational Services (DES) and is regulated by the Directorate for Quality and Standards in Education (DQSE). This consists of a 6-year programme in Primary schools (age level 5 to 11) and a 5-year programme in Lower Secondary schools (age level 11 to 16). Post-secondary education is provided by a 2-year programme in Upper secondary school (age level 16 to 18) and by 2 to 4-year programmes in Vocational schools (age level 16 to 20). Tertiary education is provided by the University of Malta (age level 18+).
State education is free of charge from pre-primary up to tertiary level. Within the compulsory school age students attending state education are provided with free textbooks and school transport. The non-state education sector is sub-divided into Church schools and independent Private schools. The Church schools are predominantly Roman Catholic schools and are heavily subsidised by the government and, as a result, Church schools do not charge any tuition fees. Independent schools are set up by individuals or non-profit parents’ foundations.
In parallel to this development, schools have been grouped into College Networks. Ten Colleges have been set up, nine covering Malta and the tenth Gozo. Each College is headed by a College Principal and is composed of a number of feeder primary schools and at least two secondary schools. There is also an additional network which includes Special schools.
The two directorates, the Directorate for Quality and Standards in Education (DQSE) and the Directorate for Educational Services (DES) are centrally responsible for ensuring quality assurance and services respectively from pre-primary up to the end of compulsory education. Each Directorate is headed by a Director General. Within the DQSE there are Education Officers who have an inspectorial role. These monitor and evaluate the teaching and learning as well as the administration of schools. They also provide support and advice to teachers and school management.
The University of Malta, a state funded institution, provides tertiary education and is fully autonomous. The Malta College of Arts, Science and Technology and the Institute for Tourism Studies provide further and higher vocational education and training. Full time students attending upper secondary/post-secondary institutions and university receive a maintenance grant. The Directorate for Educational Services has overall responsibility for promoting lifelong learning and for facilitating opportunities and creating possibilities for continuing education. The National Commission for Further and Higher Education, which was set up in October 2006, has the remit to further developing higher and tertiary education and proposing a clear vision and sustainable targets and objectives for these sectors.


lunedì 18 settembre 2017

CONGO. OUVERTURE DU PRENOVICIAT 2017-18


A la Cité des Jeunes en présence du Père Aurélien et du Père Jean Paulin, nous avons célébré la messe du lancement de l'année du Prénoviciat ce 18 /09/ 2017 ; sous la force de l'Esprit Saint nous allons parler en différentes langues et les jeunes comprendront...Prions pour les prénovices afin qu'ils soient témoins de Jésus selon style de Don Bosco.

venerdì 15 settembre 2017

THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY




WORLD  UNION  OF  CATHOLIC  TEACHERS
UNION MONDIALE  DES  ENSEIGNANTS  CATHOLIQUES
UNION MUNDIAL  DE  EDUCADORES  CATOLICOS

EPISCOPIA GRECO-CATOLICĂ DE ORADEA 


PROGRAMME

                                                                 FRYDAY 10th NOVEMBER  - Grek-Catholic High School

10.00   Welcome - Bun venit - UMEC-WUCT Council of Presidents Meeting
Visit of the School/Vizita școlii - Visit City Fortress and Cathedral/Reception in Bishop’s Palace
17.30   Festive opening - Artistic moment - Speeches: Country School Inspectorate
Delegate/Delegat dinpartea Inspectoratului Școlar Județean Bihor - Local Authority Delegate/Delegat al autorității locale

   SATURDAY 11th NOVEMBER - Aula Magna Oradea’s Seminary                                                  

09.00   Meeting: THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY
WORK OPENING - DESCHIDEREA LUCRĂRILOR
S.E. Vincent Dollmann, Ecclesiastical Assistent UMEC-WUCT, A. Bishop, Strasbourg
Guy Bourdeaud’hui, President UMEC-WUCT
OPENING SPEECHES - DISCURSURI INAUGURALE
            S.E. Virgil Bercea, Greek-Catholic Bishop, Oradea/Episcopul Greco-Catolic de Oradea
            S.E. László Böcskei, Latin Bishop, Oradea/Episcopul Romano-Catolic de Oradea
            SPEAKERS  VORBITORI
            Belen Tangco, St. Thomas’ University Philippines
            Italo Fiorin, Director of the International Post-Graduate School EIS (Educare all'Incontro e alla Solidarietà) Roma
            John Lydon, St.Marys’ University London
            Ionuț Popescu, Head of Oradea’s Greek-Catholic Faculty of Theology
            MODERATOR
            Adrian Podar, Liceul Greco-Catolic, Oradea
            Holy Mass  Latin rite (12.30 h)

                                                                                                     SUNDAY 20th - Oradea’s Seminary

09.00   Church of the Seminary - Holy Mass, Oriental rite
10,30   UMEC-WUCT Council of Presidents Meeting
12.30   Conclusions



UNESCO-HOLY SEE - Creative Travel to Japan

Sur les traces du Christianisme dans la région de Nagasaki
Exposition : Voyage créatif au Japon. Maison de l’UNESCO, du 4 au 8 septembre 2017

  
Dans le cadre de la promotion de la culture matérielle et immatérielle et de l’Année Internationale du Tourisme Durable pour le Développement , le "Creative Travel to Japan International Cultural Exchange Committee" en coopération avec la Délégation du Japon auprès de l’UNESCO ont exposé les panneaux "Sur les traces du christianisme dans la région de Nagasaki" du lundi 4 au vendredi 8 septembre 2017 au siège de l’UNESCO.
Les panneaux, divisés en huit parties, parcourent l’évolution de la foi chrétienne au Japon à partir du 1549 quand le christianisme a été introduit par François Xavier.
Ils tracent, donc, l’essor du christianisme et les phases de la répression perpétrée par Toyotomi Hideyoshi, le plus puissant daimyo du Japon, jusqu’à la fin de l’interdiction de la foi chrétienne en 1873 grâce au gouvernement Meiji.
C’est dans la région de Nagasaki "où l’oeuvre d’évangélisation a été la plus importante du Japon"  qu’ ’"une communauté parvient à se maintenir même après le XVIIIe siècle, constituant peu à peu une forme de foi japonaise unique". …….

Voir: JAPON



giovedì 14 settembre 2017

UNESCO - INTERNATIONAL DAY OF DEMOCRACY - 15 september -


Message from Ms Irina Bokova, Director-General of UNESCO on the occasion of the International Day of Democracy 15 September 2017
 English ǀ Français ǀ Español ǀ Русский ǀ العربية ǀ 中文

UNESCO was created in 1945 on a clear idea. In the words of our Constitution: “The great and terrible war which has now ended was a war made possible by the denial of the democratic principles of the dignity, equality and mutual respect of men, and by the propagation, in their place, through ignorance and prejudice, of the doctrine of the inequality of men and races.” In new times, in another century, this idea still rings true.
Change is racing across the world, transforming societies everywhere. This is opening vast new opportunities for women and men to realise their human rights, to become empowered citizens and fulfil their aspirations to decent jobs, to participate fully in society, to advance dialogue and bolster the foundations for peace.
With this come steep new challenges also. The challenges of enduring poverty and deepening inequalities. The challenges of conflict and violence, including terrorism and violent extremism. The challenges of rights denied and voices silenced through weak institutions, the rise of populism and exclusive rule.
In this context, democracy is both a map and a compass setting. It is the path and the direction for moving forward.
This message stands at the heart of the 2030 Agenda for Sustainable Development. Sustainable Development Goal 16 calls on all States to “promote peaceful and …… 

Download the message in PDF format:
English ǀ Français ǀ Español ǀ Русский ǀ العربية ǀ 中文



BURUNDI. JURNEES NATIONALES DES JUNES

Suite aux journées Mondiales des jeunes (JMJ), notre Eglise organise des journées Nationales des jeunes (JNJ), des journées Diocésaines (JDJ)  voire paroissiales.
Cette année, ces journées nationales ont éte organisées dans l'archidiosèse de BUJUMBURA paroisse Muramvya autour des thèmes:
- Thème du Saint Père pour les jeunes 2017: "le puissant fit pour moi des merveilles (Lc 1,49)
- Culture de la Non-Violence, de la Paix et la Réconciliation
-Le sens de la croix pour un chrétien
-Les données essentielles de notre foi
-Les défis majeurs des jeunes dans l'église et dans la société.
- Principes et valeurs de la Doctrine Sociale de l'église.


martedì 12 settembre 2017

REZAR POR Y CON LA CREACION

Una oración por nuestra tierra

Dios todopoderoso, estás presente en todo el universo
Y en la más pequeña de tus criaturas.
Tú abrazas con tu ternura todo lo que existe.
Derrama sobre nosotros el poder de tu amor,
Para que podamos proteger la vida y la belleza.
Llénanos de paz, para que vivamos
Como hermanos y hermanas, no dañando a nadie.
Oh Dios de los pobres,
Ayúdanos a rescatar a los abandonados y olvidados de esta tierra,
Tan precioso en tus ojos.
Trae la curación a nuestras vidas,
Que podamos proteger el mundo y no presa de él,
Para sembrar la belleza, no la contaminación y la destrucción.
Toca los corazones
De aquellos que sólo buscan ganancia
A expensas de los pobres y de la tierra.
Enséñanos a descubrir el valor de cada cosa,
Para ser llenos de asombro y contemplación,
Reconocer que estamos profundamente unidos
Con cada criatura
Mientras caminamos hacia tu luz infinita.
Gracias por estar con nosotros cada día.
Anímenos, oramos, en nuestra lucha
Por la justicia, el amor y la paz. 
Amén

Papa Francisco

Faith, Mission and Challenge in Catholic Education

Faith, Mission and Challenge in Catholic Education
The selected works of Gerald Grace
NOW IN PAPERBACK!
    
FIRST PUBLISHED IN HARDBACK IN 2016
World Library of Educationalists, Routledge, Abingdon, Oxon and New York, 2016

·       “This book is crucial reading. No one else could provide such a scholarly and yet accessible account of these important issues’. -Richard Pring. University of Oxford

·       “We now have Professor Grace’s publications on Catholic education over a period of 20 years. During this time, his contribution to Catholic education has been singularly distinguished”  -Bernadette O’Keeffe. University of Cambridge UK

·       “Gerald Grace has pioneered scholarly research on Catholic education in Europe and his findings and insights have enhanced understanding throughout the world. This collection brings together the best fruits of his life-work.” -Thomas Groome. Boston College, USA

·       Faith, Mission and Challenge in Catholic Education is an opportunity not only to re-read the essence of a life-long researcher’s contributions in the field of Catholic education but an encounter with the passion of one of the founders of the field.” Cristobal Madero, SJ, University of California, Berkeley, USA

This highly praised book is now available in paperback ISBN: 978-1-138-29653-4 Routledge. £34.99



venerdì 8 settembre 2017

UNESCO. JOURNEE INTERNATIONALE DE L'ALFABETISATION - 8 septembre 2017

Les Amis du Saint-Siège auprès de l’UNESCO sont heureux de vous faire part du message que le Saint Père, le Pape François, adresse à l’UNESCO à l’occasion de la Journée internationale de l’alphabétisation qui a lieu le 8 septembre 2017 au siège de l’UNESCO.
Il s’agit du 50ème message, envoyé sans discontinuer pendant 50 ans depuis le premier message envoyé par le Pape Paul VI pour le 8 septembre 1967. Ces messages encouragent tous les efforts de l’UNESCO pour l’alphabétisation depuis la Conférence de Téhéran.
Le thème retenu pour les célébrations de cette année est « L’alphabétisation dans un monde numérique », un thème qui mérite d’être soutenu avec force.

Le Pape pour la journée de l’alphabétisation 2017
La Mission permanente d’Observation du Saint-Siège auprès de l’UNESCO se joint notamment à les mots du Saint-Père François en soutenant les initiatives qui réduisent le risque que
les dynamiques des moyens de communication sociale et du monde digital, […] en devenant omniprésentes, ne favorisent pas le développement d’une capacité de vivre avec sagesse, de penser en profondeur, d’aimer avec générosité. (Laudato si’, n. 47)
L’objectif de la Journée de l’Alphabétisation 2017 est
Examiner les types de compétences en lecture et en écriture dont les individus ont besoin pour naviguer dans des sociétés où la communication est de plus en plus numérique et explorer des politiques et des programmes d’alphabétisation efficaces qui puissent tirer parti des opportunités offertes par le monde numérique.
Dans le monde, 750 millions d’adultes sont dépourvus des connaissances les plus élémentaires en lecture et en écriture.Près de 264 millions d’enfants et de jeunes ne sont pas scolarisés. Les études internationales montrent par ailleurs qu’une large part des adultes et des jeunes de notre planète, y compris dans les pays développés, ne possède pas les compétences numériques élémentaires nécessaires pour être pleinement intégrés à nos sociétés et au monde du travail. 
(Message d’Irina Bokova)
Les dernières statistiques de l’ISU (Institut de statistique de l’UNESCO)


DOCUMENT(S)


mercoledì 6 settembre 2017

Faith, mission and challenge in Catholic education: the selected works of Gerald Grace

by Leonardo Franchi
      
 This important and timely collection of the selected works of Professor Gerald Grace is part of the prestigious World Library of Educationalists series, published by Routledge. The purpose of this influential Library is to provide distinguished figures in the field of educational studies with an international platform for the further dissemination of their original thinking. The series affords academics in education an opportunity to bring together in a single volume the ‘highlights’ of their life’s work in a structured and accessible way. The opportunity of contributing a contemporary reflection on their ideas encourages the development of a critically reflective edge to one’s own scholarly output. How fortunate is the student of education, and indeed serving academic, whose university library has such a worthy collection on its shelves!
      The inclusion of the work of Professor Grace in this highly prized series signals the esteem in which his contribution to educational studies, and Catholic education in particular, is held. As Francis Campbell, Vice-Chancellor of St. Mary’s University, London, notes in the Foreword: ‘This book marks Professor Grace’s outstanding contribution to the Catholic Church’s education mission as teacher, university lecturer and professor … .’
      Professor Grace has made it his mission to propose ‘Catholic education’ as a field of study worthy of its rightful place in the academy and not just an appendix to the wider life of the Catholic Church. In so doing, he has been without doubt one of the key, if not the key, figure in the landscape of Catholic education in the United Kingdom and the wider English-speaking world for over two decades.
      Professor Grace’s work aims to bring to life the mission of Catholic education in the contemporary Church. The Second Vatican Council gave a new impetus to the work of Catholic education in that it energised those who wished to reappraise how to live as a Christian in a plural society. Although education was not a major theme of the Council, the post-Conciliar period saw significant and far-reaching developments in the Holy See’s established teaching on education. The work of the (Sacred) Congregation for Catholic Education provides the fertile terrain on which Professor Grace and other distinguished scholars (we think here, for example, of Graham Rossiter and John Sullivan) have consistently sought inspiration for their attempts to investigate the relevant subsets of the field of Catholic education. For Professor Grace, this includes but is not restricted to the following areas: Catholic school leadership, the concept of spiritual capital and what makes an effective Catholic school.
         The volume brings together some of the most influential of Professor Grace’s pieces, grouped neatly under six broad themes: mission, spirituality and spiritual capital (Part 1); the preferential option for the poor (Part 2); faith-based schools, religion and academe (Part 3); concepts of educational leadership and concepts of educational ‘effectiveness’ in Catholic schooling (part 4); mission integrity (Part 5) and Catholic values, Catholic curriculum and education policy (Part 6). Each section has a number of articles/chapters which explore the themes from different perspectives. A most pleasing aspect of the book is found in the wealth of endnotes which offer clarifications and direction for deeper study of issues raised in the body of the text. There is truly something for everyone here!
          As noted above, the World Library series allows each selected author to write an introductory essay. This intellectual autobiography (so to speak) gives context and shape to the body of work which follows. Professor Grace’s contribution here is more than simply an introduction to the volume and a summary of his thinking. It is, rather, a critical and nuanced overview of the principal challenges facing scholars in the field of Catholic education today. What this means will now be examined by selecting chapters which bring to the fore some key themes of Professor Grace’s work and hence can serve as the ‘highlights’ of the book.....