A református elemi iskolák helyzete a Komáromi Református Egyházmegyében, az 1920–30-as években

The situation of the Reformed elementary schools in the Reformed Diocese of Komárom in the 1920s–1930s. The present study provides an insight into the history of the Reformed church schools of the Reformed Diocese of Komárom in the territory of Czechoslovakia between the two world wars. Following geopolitical changes after 1920, the church school network had to be reorganized, which posed completely new challenges to the minority Reformed Church. Subsequent to presentation of the major school laws, the development of the diocesan school network is discussed. After the reorganization, teachers had to face a lot of grievances from state officials, which had a direct and indirect impact on both teachers and the educational policy of the Reformed Church. After outlining the problems of textbooks for use in schools, the diocesan schooling of the two decades under review is summarized. Keywords: Reformed Church, schools, school network, teacher, textbook

The Practice of Indigenous Education for Students with Disabilities in the Selected Church Schools of South Gondar Administrative Towns-Ethiopia

The main objective of this study is to assess the practice of indigenous education for students with disabilities in Ethiopian indigenous schools. Therefore, 20 Orthodox Church schools were purposefully selected in order to make them representatives of South Gondar Administrative towns. The result of the study showed that there was no ability difference between students with disabilities and students without disabilities in the different levels of the church schools(X 2 =0.62 and its Chi-square per item is 1.509, .521, .036, 1.393, .158, .015, .793, .100, and 1.050 at df =1, p =.220, .471, .850, .238, .691, .902, .373, .751 and .305 >0.05 from items 1-9 respectively). In addition, church scholars could not use special assessment techniques for students with disabilities in the different church schools. Inaccessible environment is the major challenge that impede the educational performance of students with disabilities. Therefore, students with disabilities need different support services from stakeholders.

Evolution of Institution of Elementary Church School in Ossetia (1860—1917)

The process of development of an elementary church school in Ossetia in the second half of the 19th — early 20th centuries is considered. It is shown that, being under the auspices of the spiritual department, the church school in Ossetia evolved in accordance with the guidelines set by the government policy in the field of education, but the transformation process had its own specifics. It is reported that the establishment and support of church schools was exclusively concerned with the Society for the Restoration of Orthodox Christianity in the Caucasus. It was found that church schools were in demand among the mountain peasantry, who sought to get at least an elementary education that performed important adaptive functions in the context of the collapse of traditional life and the formation of a new social reality in the post-reform period. It is emphasized that the lack of state support over time deprived the parish school of incentives and prospects for development. It is argued that the church school in Ossetia, unable to withstand competition with secular educational institutions, by 1917 was already practically incapable of fulfilling its educational tasks and therefore ceased to satisfy the local population, which began to show interest in secular educational institutions of the elementary level, which more fully met the increased educational demands.

The Fate of Parochial Schools in 1917 (Based on the Materials of the Kostroma Diocese)

В статье на примере Костромской епархии рассматриваются события 1917 г., связанные с положением церковных учебных заведений - школ грамоты, одно и двухклассных церковно-приходских школ, второклассных и церковно-учительских школ. Описываются переживавшиеся церковно-школьной системой трудности и попытки их разрешения, излагаются обстоятельства передачи церковных школ в ведение Министерства народного просвещения и их упразднения после Октябрьского переворота. Делается вывод о том, что система церковно-приходских школ не оправдала общественных надежд не только из-за низкой профессиональной подготовки учителей, как полагают современные учёные, но и из-за её чрезмерной зависимости от государственного финансирования, что сделало церковные учебные заведения беззащитными перед лицом вначале религиозно-безразличного, а затем агрессивно-безбожного правительства. The article considers (on the example from the Kostroma diocese) the events of 1917 associated with the situation of church educational institutions - literacy schools, one- and two-year parochial schools, two classes and church-teacher schools. It describes the difficulties met by the church-school system and the attempts to resolve them. The article sets out the circumstances of the transfer of church schools to the Ministry of Education and their abolition after the October Revolution.

Higher education, stakeholder interface and teacher formation for church schools

Church-affiliated universities operate with increasingly complex roles and functions when engaging with multiple stakeholders in the provision of higher education. This article asks how to understand and analyse the interactions when these universities are among the multiple stakeholders in Christian teacher education. What frameworks of analysis or tools of evaluation can be employed? Stakeholder theory is shown to support the identification of various community interests and involvements and enable clarification of whose perspective or priorities are to be taken into account. From a recent UK research case study, the need for greater understanding and management of stakeholder interests and activity within Christian teacher education is highlighted.