When the Christian movement inserts itself into a culture, indigenous institutions serving to inculcate values and to teach both a world-view and religious rites are necessarily affected. In societies where Islam was dominant or was reviving in the period 1910–2010, Christian schools had to win acceptance from local parents as well as from political authorities. Anglican missionaries in northern India; in greater Syria, Egypt, and Sudan; and in East and West Africa engaged their host societies at differing levels. Some proffered literacy in local languages, aiming to equip Bible readers and Church leaders. Others aimed to prepare elites to become social leaders using Western logic and techniques. Some Anglican schools retained their Christian ethos by confining their work to underserved populations, or by good service to elites; others were absorbed into state-run school systems.
Divergence in fertility levels and patterns of muslim-majority countries of maghreb and middle/West Africa
