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Analysis of Research on Textbook Availability and Quality in Developing Countries

B. Paxman, C. Denning, A. Read

London: Book Development Council;World Bank (1989), 31 pp.

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Textbook Publishing and Printing in Ethiopia: Brief Note

Addis Ababa: Educational Materials Production and Distribution Agency (EMPDA) (1989), 24 pp.

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Printed Educational Materials Development in the Third World: An International Workshop, 1989, England

Laurie Johnston (ed.)

London: Harold Macmillan Trust (1989), 112 pp.

"The proceedings of a workshop organized by the Harold Macmillan Trust in conjunction with the Canadian Organization for Development through Education (CODE). The framework for discussions included questioning whether developing countries have succeeded in providing school systems with the education ... more

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The Barefoot Book: Economically Appropriate Services for the Rural Poor

Marylin Carr (ed.)

New York: Intermediate Technology Publications (1989), 97 pp.

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Improving the Quality of Textbooks in China

Barbara W. Searle, Michael Mertaugh, Anthony Read et al.

Washington, DC: World Bank (1988), xiv, 81 pp.

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Textbooks in the Third World: Policy, Content and Context

Philip G. Altbach, Gail P. Kelly (eds.)

New York: Garland Publishing (1988), xii, 277 pp.

"A volume of essays on government and international agency policies regarding the provision of textbooks in developing countries, analysing problems and constraints, and examining the economic, social, and pedagogic questions involved in textbook writing for both primary and secondary schools and fo ... more

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Origins of Indian's "textbook Culture"

Krishna Kumar

Comparative Education Review , volume 32, issue 4 (1988), pp. 452-464

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Tanzania: Book Subsector Study, Textbook Section

Mello Itatiro, C. Kaligula, P. Medcalfe, Anthony Read

Washington, DC; London: World Bank;Overseas Development Administration (ODA) (1988), ?? pp.

"The final report of a study of textbook provision in Tanzania, which was part of a wider book sub-sector study financed by ODA and the World Bank. Includes a review of the existing literature, interviews, and reports on field visits to schools. Concludes with an examination of the major issues faci ... more

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Libros de lectura para niños de lengua vernácula: A partir de una experiencia interdisciplinaria en el altiplano peruano

Marie Châtry-Komarek

Rossdorf: Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) (1987), 236 pp.

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Course Development: A Manual for Editors of Distance-Teaching Materials

Janet Jenkins

Cambridge et al.: International Extension College, 2nd ed. (1987), ix, 195 pp.

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Schulbuchdruckereien - Entwicklungsinvestitionen für kommende Generationen: Referate des DRUPA-Symposiums über Organisation und moderne Technologie für Schulbuchdruckereien in Entwicklungsländern, Mai 1986 in Eschborn

Christian Uhlig

Eschborn: Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ), Abteilung für Kommunikationswesen, Fachbereich 322: Druckereiwesen GTZ (1986), 76 pp.

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Review of Schoolbook Publishing House, Mozambique: A Study for SIDA

Eero Syrjaenen, Nigel Billany

Helsinki; Lusaka: Amer Group Ltd, Weilin and Göös (1986), 46 pp. + 3 annexes

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El libro en Chile: Presente y futuro

Bernardo Subercaseaux (ed.)

Santiago de Chile: CENECA;Cámara Chilena del Libro;Centro de Estudios del Desarrollo (CED) (1986), 126 pp.

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Printing-Houses for School Books: Investments for Future Development. Reports Held at the DRUPA-Symposium on the Organisation and New Technologies for School Book Printing-Houses in Developing Countries, May 1986 in Eschborn

Christian Uhlig

Eschborn: Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ), Department for Communication, Section 322: Printing (1986), 77 pp.

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A Guide to Textbook Project Design and Preparation

Anthony Read

Washington, DC: World Bank, Education and Training Department. Operations Policy Staff (1986), 163 pp.

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Publishing in the Third World: Knowledge and Development
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Philip G. Altbach, Amadio A. Aroleda, S. Gopinathan (eds.)

Portsmouth, New Hampsh.; London: Heinemann;Mansell (1985), xii, 226 pp.

"An in-depth look at the "state of the art" of book publishing in the Third World which examines not only the nuts and bolts but also its status as an important part of the knowledge distribution system. The first 50 pages discuss the status of textbook publishing, copyright, and distribution; the r ... more

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Consultancy on Textbook Supply Funded by the World Bank on Behalf of the Botswana Ministry of Education, February/March 1985

R. A. Hall

Peterborough: [no publisher] (1985), 23 pp.

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Guidebook for Development and Production of Materials for Neo-Literates

Asian Cultural Centre for UNESCO (ACCU) (1985), 102 pp.

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Textbooks in the Philippines: Evaluation of the Pedagogical Impact of a Nationwide Investment

Stephen P. Heyneman, Dean T. Jamison, Xenia Montenegro

Educational Evaluation and Policy Analysis, volume 6, issue 2 (1984), pp. 139-150

"The Philippine government, with the assistance of the World Bank, launched the $US37 million Textbook Project to alleviate the lack of textbooks in the nation's public schools. Prior to this investment, there was an average of 10 pupils for every book available in a given subject. During the first ... year of implementation, the Textbook Project produced ap-proximately 20 million first and second grade textbooks in science, mathematics, and Pilipino. These were distributed nationwide in the 1977-78 school year at a ratio of two pupils per book. In the course of its 5-year duration, the Textbook Project would produce 97 million books covering all subject areas from first grade through high school and would distribute enough so that there would be only two students per book at each grade level in each subject. Books cost an average of US$.55 each (for an average length of 180 pages); the overall program increased per student costs by about 1% (Orivel, 1979). Teacher training in the use of the books was part of the project. These and other aspects of implementation are described in detail by Aprieto (1983). Textbook content was geared closely to the national curriculum and tightly screened for clarity of presentation. Photo and colors were used judiciously. Because books were expected to be in use for up to 5 years, binding and stitching were of high quality. Distribution was made first to regional warehouses, then to municipalities, then to schools. Arrival time and textbook condition in the nation's 100,000 schools were monitored by computer in the capital. The success of the project was due not to simply having new textbooks, but rather to having new textbooks of high quality, reasonably on time, well understood, and well used by teachers. The Evaluation Section of the Textbook Project was formed primarily to investigate the effects of this sizable investment on student achievement. One year before the first sets of textbooks were distributed, an evaluation plan was designed, and instruments were developed to measure these effects. The plan was implemented during the first year of textbook distribution and has been a continuing component of the Textbook Project. The results presented here were obtained from the first-year evaluation data, otherwise known as Phase I. The effects of textbooks on achievement in conjunction with pupil, home, school, and environmental variables were examined, the primary concern being the increment in the achievement of pupils, given the use of the project textbooks, while other influencing factors were controlled." (Page 141) more

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Essentials of Book Production: Discussion Notes Prepared for a Workshop on Book Production Techniques at the Institute of Education, University of Ibadan, Nigeria, 7-18 March, 1983

Ibadan: African Curriculum Organization (ACO) (1983), 103 pp.

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Publishing in the Third World: Knowledge and Development
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