On the basis of a broad experience of contemporary global developments in Christian schooling, this paper acknowledges the proliferation of such schools in many countries and identifies some of their philosophical assumptions, as well as their similarities, differences, opportunities, and challenges. A suggestion is then offered as to a method of categorising these schools so that suggestions for development and strategies to help them achieve their goals can be contextualised in ways that are responsive to their specific settings and which help them achieve goals that are consistent with various visions for Christian schooling.
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