Person:
Read, Tony

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Curriculum, Learning and teaching materials, National languages of instruction
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Last updated: January 31, 2023
Biography
Tony Read took an honours degree at St Catherine's College, Oxford University in 1962. He was a teacher in England for a year before working for 8 years as a secondary school teacher in Ghana from 1963-70. From 1970-79 he worked as Deputy Head of OUP's UK Education Department and then as Managing Director of OUP New Zealand and Head of Marketing in the OUP International Division with direct responsibility for Latin America and the Middle East and North Africa before being appointed as Director of the UK's Book Development Council, which was the overseas arm of the UK Publishers' Association. During this period he pioneered textbook policy work for the WB in West Africa. In 1989 he founded International Book Development with 4 colleagues as an independent consultancy company specializing in learning and teaching materials provision in both hard copy and digital formats oriented specifically towards Africa and other developing and transitional economies. Since then he has worked in many countries in sub-Saharan Africa, The Middle-East, Eastern and Central Europe, Central Asia and the Former Soviet Union and in the Indian sub-Continent and South-East Asia. He has worked in education in Africa for more than 50 years and has published articles and books on different aspects of education and the provision of affordable learning and teaching materials for the World Bank, the Asian Development Bank, DFID, the Association for the Development of Education in Africa (ADEA) and Encyclopaedia Britannica. He currently works as an independent education specialist affiliated to International Education Partners in the UK.  

Publication Search Results

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  • Publication
    Where Have All the Textbooks Gone?: Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa
    (Washington, DC: World Bank, 2015-07-08) Read, Tony
    This World Bank report is a rich compilation of information on teaching and learning materials (TLM) in Africa based on the extensive and multi-faceted experience of the author's work in the education sector in Africa. The study examines a wide range of issues around TLM provision 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. It also looks at the role of information and communication technology (ICT) based TLMs and their availability. The study recognizes that improved TLM system management is a critical component in achieving affordable and sustainable TLM provision for all students. This study, which draws from more than 40 Anglophone, Francophone, Lusophone, and Arabic-speaking countries will be particularly useful for policymakers, development partners, and other stakeholders attempting to understand the wide range of issues surrounding the complexity of textbook provision in Sub Saharan Africa.