Where Have All the Textbooks Gone? Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa
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Washington, DC: World Bank Group (2015), xxiii, 266 pp.
Contains acronyms pp. xvii-xxiii, many tables
Series: Directions in Development
ISBN 978-1-4648-0572-1; 978-1-4648-0573-8; 978-1-4648-0573-8 (print)
CC BY
Other editions: also published in French
"The key role of textbooks and other teaching and learning materials (TLMs) in enhancing the quality of learning is almost universally recognized. Numerous factors are involved in provision of TLMs, including curriculum, literacy and numeracy, language of instruction policy, procurement and distribution challenges, TLM development and production and their availability, management, and usage in schools. Where Have All the Textbooks Gone? Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa seeks to explain why adequate and effective provision of TLMs has remained so elusive in Sub-Saharan Africa and identifies actions necessary to make quality TLMs sustainably available to all pupils and well used in primary and general secondary education. This rich compilation of information is based on the extensive and multifaceted experience of the author’s work in the education sector in Africa. This book, which draws from more than 40 anglophone, francophone, lusophone, and Arabic-speaking countries, will be particularly useful for policy makers, development partners, and other stakeholders attempting to understand the spectrum of issues surrounding the complexity of textbook provision in Sub-Saharan Africa." (Back cover)
Overview, 1
PART I: THE CURRENT SITUATION
1 Textbooks, Teaching and Learning Materials, and Learning Achievement, 19
2 Current Trends in National Teaching and Learning Materials Policies in Sub-Saharan Africa, 37
3 Current Textbook (and Other Teaching and Learning Materials) Availability, Costs, and Financing in Sub-Saharan Africa, 53
PART II: A REVIEW OF THE COMPONENTS OF THE TEXTBOOK CHAIN
4 Literacy, Curricula, Teaching and Learning Materials, Requirements, and System Costs, 73
5 Teaching and Learning Materials Financing, 99
6 Authorship and Publishing, 121
7 Manufacturing Issues, 133
8 What Should Textbooks Cost? 141
9 Procurement, Bidding, and Evaluation, 151
10 Distribution, Storage, and Management, 157
11 Managing and Using Teaching and Learning Materials in Schools, 175
PART III: E-ALTERNATIVES TO HARD COPY TEXTBOOKS
12 The Potential Impact of Information and Communication Technology Solutions on Textbook Provision, 189
PART IV: TEACHING AND LEARNING MATERIALS POLICY ISSUES AND OPTIONS
13 Options in the Development of National Teaching and Learning Materials Policies, 209
Appendix A Statistical Summary of Country Surveys, 231
Appendix B A Summary of Issues in Information and Communication Technology Use in Schools, 245
PART I: THE CURRENT SITUATION
1 Textbooks, Teaching and Learning Materials, and Learning Achievement, 19
2 Current Trends in National Teaching and Learning Materials Policies in Sub-Saharan Africa, 37
3 Current Textbook (and Other Teaching and Learning Materials) Availability, Costs, and Financing in Sub-Saharan Africa, 53
PART II: A REVIEW OF THE COMPONENTS OF THE TEXTBOOK CHAIN
4 Literacy, Curricula, Teaching and Learning Materials, Requirements, and System Costs, 73
5 Teaching and Learning Materials Financing, 99
6 Authorship and Publishing, 121
7 Manufacturing Issues, 133
8 What Should Textbooks Cost? 141
9 Procurement, Bidding, and Evaluation, 151
10 Distribution, Storage, and Management, 157
11 Managing and Using Teaching and Learning Materials in Schools, 175
PART III: E-ALTERNATIVES TO HARD COPY TEXTBOOKS
12 The Potential Impact of Information and Communication Technology Solutions on Textbook Provision, 189
PART IV: TEACHING AND LEARNING MATERIALS POLICY ISSUES AND OPTIONS
13 Options in the Development of National Teaching and Learning Materials Policies, 209
Appendix A Statistical Summary of Country Surveys, 231
Appendix B A Summary of Issues in Information and Communication Technology Use in Schools, 245
