Publication: Where Have All the Textbooks Gone?: Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa
Loading...
Files in English
4,155 downloads
Other Files
4,440 downloads
Published
2015-07-08
ISSN
Date
2015-07-08
Author(s)
Editor(s)
Abstract
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.
Link to Data Set
Citation
“Read, Tony. 2015. Where Have All the Textbooks Gone?: Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa. Directions in Development--Human Development;. © World Bank. http://hdl.handle.net/10986/22123 License: CC BY 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Publication Strengthening Competitiveness In Bangladesh—Thematic Assessment(Washington, DC: World Bank, 2016-07-15)This is volume 2 of a three-volume publication on Bangladesh’s trade prospects. Bangladesh’s ambition is to build on its very solid growth and poverty reduction achievements, and accelerate growth to become a middle income country by 2021, and share prosperity more widely amongst its citizens. This includes one of its greatest development challenges: to provide gainful employment to the over 2 million people that will join the labor force each year over the next decade. Moreover, only 54.1 million of its 94 million working age people are employed. Bangladesh needs to use its labor endowment even more intensively to increase growth and, in turn, to absorb the incoming labor. The Diagnostic Trade Integration Study identifies the following actions centered around four pillars to sustain and accelerate export growth: (1) breaking into new markets through a) better trade logistics to reduce delivery lags ; as world markets become more competitive and newer products demand shorter lead times, to generate new sources of competitiveness and thereby enable market diversification; and b) better exploitation of regional trading opportunities in nearby growing and dynamic markets, especially East and South Asia; (2) breaking into new products through a) more neutral and rational trade policy and taxation and bonded warehouse schemes; b) concerted efforts to spur domestic investment and attract foreign direct investment, to contribute to export promotion and diversification, including by easing the energy and land constraints; and c) strategic development and promotion of services trade; (3) improving worker and consumer welfare by a) improving skills and literacy; b) implementing labor and work safety guidelines; and c) making safety nets more effective in dealing with trade shocks; and (4) building a supportive environment, including a) sustaining sound macroeconomic fundamentals; and b) strengthening the institutional capacity for strategic policy making aimed at the objective of international competitiveness to help bring focus and coherence to the government’s reform efforts. This second volume provides in-depth analysis across seven cross-cutting themes that underpin most of the findings of pillars 1 and 2 above.Publication Democratic Republic of Congo Urbanization Review(Washington, DC: World Bank, 2018)The Democratic Republic of Congo has the third largest urban population in sub-Saharan Africa (estimated at 43% in 2016) after South Africa and Nigeria. It is expected to grow at a rate of 4.1% per year, which corresponds to an additional 1 million residents moving to cities every year. If this trend continues, the urban population could double in just 15 years. Thus, with a population of 12 million and a growth rate of 5.1% per year, Kinshasa is poised to become the most populous city in Africa by 2030. Such strong urban growth comes with two main challenges – the need to make cities livable and inclusive by meeting the high demand for social services, infrastructure, education, health, and other basic services; and the need to make cities more productive by addressing the lack of concentrated economic activity. The Urbanization Review of the Democratic Republic of Congo argues that the country is urbanizing at different rates and identifies five regions (East, South, Central, West and Congo Basin) that present specific challenges and opportunities. The Urbanization Review proposes policy options based on three sets of instruments, known as the three 'I's – Institutions, Infrastructures and Interventions – to help each region respond to its specific needs while reaping the benefits of economic agglomeration The Democratic Republic of the Congo is at a crossroads. The recent decline in commodity prices could constitute an opportunity for the country to diversify its economy and invest in the manufacturing sector. Now is an opportune time for Congolese decision-makers to invest in cities that can lead the country's structural transformation and facilitate greater integration with African and global markets. Such action would position the country well on the path to emergence.Publication An Investment Framework for Nutrition(Washington, DC: World Bank, 2017-04-12)The report estimates the costs, impacts and financing scenarios to achieve the World Health Assembly global nutrition targets for stunting, anemia in women, exclusive breastfeeding and the scaling up of the treatment of severe wasting among young children. To reach these four targets, the world needs $70 billion over 10 years to invest in high-impact nutrition-specific interventions. This investment would have enormous benefits: 65 million cases of stunting and 265 million cases of anemia in women would be prevented in 2025 as compared with the 2015 baseline. In addition, at least 91 million more children would be treated for severe wasting and 105 million additional babies would be exclusively breastfed during the first six months of life over 10 years. Altogether, achieving these targets would avert at least 3.7 million child deaths. Every dollar invested in this package of interventions would yield between $4 and $35 in economic returns, making investing in early nutrition one of the best value-for-money development actions. Although some of the targets—especially those for reducing stunting in children and anemia in women—are ambitious and will require concerted efforts in financing, scale-up, and sustained commitment, recent experience from several countries suggests that meeting these targets is feasible. These investments in the critical 1000 day window of early childhood are inalienable and portable and will pay lifelong dividends – not only for children directly affected but also for us all in the form of more robust societies – that will drive future economies.Publication At a Crossroads(World Bank, Washington, DC, 2017-05-02)Higher education (HE) has expanded dramatically in Latin America and the Caribbean (LAC) since 2000. While access became more equitable, quality concerns remain. This volume studies the expansion, as well as HE quality, variety and equity in LAC. It investigates the expansion’s demand and supply drivers, and outlines policy implications.Publication Sri Lanka Education Sector Assessment(Washington, DC: World Bank, 2017-06-08)A country’s education system plays a pivotal role in promoting economic growth and shared prosperity. Sri Lanka has enjoyed high school-attainment and enrollment rates for several decades. However, it still faces major challenges in the education sector, and these challenges undermine the country’s inclusivegrowth goal and its ambition to become a competitive upper-middle-income country. The authors of Sri Lanka Education Sector Assessment: Achievements, Challenges, and Policy Options offer a thorough review of Sri Lanka’s education sector—from early childhood education through higher education. With this book, they attempt to answer three questions: • How is Sri Lanka’s education system performing, especially with respect to participation rates, learning outcomes, and labor market outcomes? • How can the country address the challenges at each stage of the education process, taking into account both country and international experience and also best practices? • Which policy actions should Sri Lanka make a priority for the short and medium term? The authors identify the most critical constraints on performance and present strategic priorities and policy options to address them. To attain inclusive growth and become globally competitive, Sri Lanka needs to embark on integrated reforms across all levels of education. These reforms must address both short-term skill shortages and long-term productivity. As Sri Lanka moves up the development ladder, the priorities of primary, secondary, and postsecondary education must be aligned to meet the increasingly complex education and skill requirements.
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Textbook Development in Low Income Countries : A Guide for Policy and Practice(World Bank, Washington, DC, 2014)Since 2003, over 220 million books have been distributed in primary schools in global partnership for education (GPE) countries. Despite this, a few years ago, a World Bank study highlighted the fact that there simply aren't enough textbooks for most students in Africa, and what is available is too expensive. The main objective of the this course is to equip anyone in a position to advise, administer, or design a book provision project with the necessary knowledge in order to make the appropriate input and right decisions. The focus throughout is on how to get affordable books to school children when and where needed. It is designed to be a practical resource that covers the key issues encountered in textbook provision, ranging from authorship through national publishing infrastructure to pricing, and distribution. The course is organized in 12 modules under four sections: understanding the textbook industry; book acquisition strategies; distribution strategies; and policy and practice. It provides functional knowledge of the workings of the book industry and its role in supporting learning and education. This will include detailed study of the work that publishers, printers, and distributors do. It also focuses on how the book industry costs books and the methods and trade-offs governments have to make in financing textbooks and supplementary readers.Publication Textbooks and School Library : Provision in Secondary Education in Sub-Saharan Africa(Washington, DC : World Bank, 2008)This study discusses secondary textbook and school library availability in Africa, its cost and financing, and its distribution and publishing. The study objective is to analyze the issues and provide some options and strategies for improvement. Reforms are urgently required in the secondary school systems of most African countries in order to: (a) reduce the number of textbooks and reference books required by secondary education curricula; (b) reduce the unit costs of textbooks; (c) increase the target book life thus increasing cost amortization and reducing annual textbook fees/budgets; (d) increase the financing allocated to textbook provision from either government or parents and; (e) ensure that curricula change does not make expensive materials redundant too early or too often. The conclusion to be drawn is that if a reliable market exists local publishing can develop to service it, even in direct competition with multinationals. The market does not necessarily have to be large. The critical factor is predictability. If publishers are confident that funding will be available, from whatever source, year after year then local publishing will emerge to serve that market. This is perhaps most clearly demonstrated in Botswana where a tiny but reliable and reasonably predictable secondary school sector has five competing approved textbooks in some secondary subjects.Publication Using the Results of a National Assessment of Educational Achievement(World Bank, 2009)This book, the fifth and final volume of the National Assessments of Educational Achievement series, draws on the experiences of over forty countries that have implemented a national assessment. It considers the role of contextual factors which impinge on the use of assessment findings. The attachment of sanctions to performance on a national assessment and use of assessment results for accountability are discussed. Key components of a national assessment report are specified . Other instruments to communicate findings are described. Uses of national assessment findings for policy, management, teaching, and raising public awareness are described. A number of ways in which the use and value of national assessments could be optimized are proposed. This volume is intended primarily for teams who are responsible for conducting national assessments and policy makers responsible for the dissemination and use of national assessment results.Publication Myanmar Early Grade Reading Assessment for the Yangon Region(World Bank, Bangkok, 2015-06-04)This report presents the work to adapt the EGRA to the Myanmar language and to administer it (and its questionnaires) in the Yangon region. The results of this exercise were analyzed to assess how valid and reliable this adapted tool is for the Myanmar language. Other aims of the analysis were to define core learning standards in early primary grades, and identify potential explanatory factors for differences in EGRA scores among schools. The specific information from EGRA can help guide the Ministry of Education in prioritizing future interventions that best help students improve their reading skills in early grades, as well as support the development of measurable, comparable benchmarks for students’ progress. The report is organized into six sections, including the introduction. Section two briefly reviews the reforms and goals of the education sector in Myanmar and the major challenges that helped define the research questions for the EGRA. Section three describes the most relevant education theories about learning to read in the early grades and the way these are reflected in the design of the EGRA. Section four outlines the design and implementation of the study and tools, and how they took into account the information needs of education stakeholders and the specificities of the language and education sector in Myanmar. Section five presents the methodology and results of the study for non-experts, with the methodology and statistical analyses detailed in annex five. Section six concludes with a summary of recommendations.Publication Learning Essentials for International Education(World Bank, Washington, DC, 2010-03-23)The sound of children's voices reciting in unison could be heard from afar, as our mission approached a school in rural Cambodia. Inside a second-grade classroom, students took turns at the blackboard. One pointed with a stick at a list of words written by the teacher, while the rest recited. A colleague approached, wrote on the blackboard the same words in a different order, and asked the children to read. Suddenly, there was silence. Most kids had merely memorized the sequence of the words and could not even identify single letters. This scene is frequent. In the poorer schools of low-income countries, many students remain illiterate for years, until they finally drop out. With some care, the process is observable. Typically the teacher writes on the board some letters or words and asks students to repeat them. The letters may be scribbled, the children often sit at a distance, textbooks may be insufficient, and children may not have anyone at home to help them read. But they do repeat the words in unison, getting cues from a few knowledgeable classmates. The teachers stand by the blackboard, address students at large, and call on the few who perform well. How come this issue has not attracted attention? One reason is that in the middle-class schools of capitals students perform much better. Soon after our rural observations, we observed second graders in a middleclass school of Pnom Penh fluently handling the extremely complex Khmer script. However, the schools of the poor have less time for their students. There is teacher absenteeism, a lack of textbooks to take home, parental inability to make up for school weaknesses, no specific curricular time for reading. The result has been chronic illiteracy, high dropout and high repetition rates. To reduce repetition and maximize enrollments, some donors advise governments to promote students automatically.
Users also downloaded
Showing related downloaded files
Publication World Development Report 2019(Washington, DC: World Bank, 2019)Work is constantly reshaped by technological progress. New ways of production are adopted, markets expand, and societies evolve. But some changes provoke more attention than others, in part due to the vast uncertainty involved in making predictions about the future. The 2019 World Development Report will study how the nature of work is changing as a result of advances in technology today. Technological progress disrupts existing systems. A new social contract is needed to smooth the transition and guard against rising inequality. Significant investments in human capital throughout a person’s lifecycle are vital to this effort. If workers are to stay competitive against machines they need to train or retool existing skills. A social protection system that includes a minimum basic level of protection for workers and citizens can complement new forms of employment. Improved private sector policies to encourage startup activity and competition can help countries compete in the digital age. Governments also need to ensure that firms pay their fair share of taxes, in part to fund this new social contract. The 2019 World Development Report presents an analysis of these issues based upon the available evidence.Publication The Power of Survey Design : A User's Guide for Managing Surveys, Interpreting Results, and Influencing Respondents(Washington, DC: World Bank, 2006)The vast majority of data used for economic research, analysis, and policy design comes from surveys-surveys of households, firms, schools, hospitals, and market participants, and, the accuracy of the estimate will depend on how well the survey is done. This innovative book is both a 'how-to' go about carrying out high-quality surveys, especially in the challenging environment of developing countries, and a 'user's guide' for anyone who uses statistical data. Reading this book will provide data users with a wealth of insight into what kinds of problems, or biases to look for in different data sources, based on the underlying survey approaches that were used to generate the data. In that sense the book is an invaluable 'skeptics guide to data'. Yet, the broad storyline of the book is something that should be absorbed by statistical data users. The book will teach and show how difficult it often is to obtain reliable estimates of important social and economic facts, and, therefore encourages you to approach all estimates with sensible caution.Publication World Development Report 2018(Washington, DC: World Bank, 2018)Every year, the World Bank's World Development Report takes on a topic of central importance to global development. The 2018 Report, Learning to Realize Education's Promise, is the first ever devoted entirely to education. Now is an excellent time for it: education has long been critical for human welfare, but is even more so in a time of rapid economic change. The Report explores four main themes. First, education's promise: Education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies - both within and outside the education system. Second, the learning crisis: Despite gains in education access, recent learning assessments show that many young people around the world, especially from poor families, are leaving school unequipped with even the most foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. Third, promising interventions to improve learning: Research from areas such as brain science, pedagogical innovations, or school management have identified interventions that promote learning by ensuring that learners are prepared, that teachers are skilled as well as motivated, and that other inputs support the teacher-learner relationship. Fourth, learning at scale: Achieving learning throughout an education system will require more than just scaling up effective interventions. Change requires overcoming technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and being adaptive when implementing programs.Publication Ten Steps to a Results-Based Monitoring and Evaluation System : A Handbook for Development Practitioners(Washington, DC: World Bank, 2004)An effective state is essential to achieving socio-economic and sustainable development. With the advent of globalization, there are growing pressures on governments and organizations around the world to be more responsive to the demands of internal and external stakeholders for good governance, accountability and transparency, greater development effectiveness, and delivery of tangible results. Governments, parliaments, citizens, the private sector, Non-governmental Organizations (NGOs), civil society, international organizations, and donors are among the stakeholders interested in better performance. As demands for greater accountability and real results have increased, there is an attendant need for enhanced results-based monitoring and evaluation of policies, programs, and projects. This handbook provides a comprehensive ten-step model that will help guide development practitioners through the process of designing and building a results-based monitoring and evaluation system. These steps begin with a 'readiness assessment' and take the practitioner through the design, management, and importantly, the sustainability of such systems. The handbook describes each step in detail, the tasks needed to complete each one, and the tools available to help along the way.Publication World Development Report 2014(Washington, DC, 2013-10-06)The past 25 years have witnessed unprecedented changes around the world—many of them for the better. Across the continents, many countries have embarked on a path of international integration, economic reform, technological modernization, and democratic participation. As a result, economies that had been stagnant for decades are growing, people whose families had suffered deprivation for generations are escaping poverty, and hundreds of millions are enjoying the benefits of improved living standards and scientific and cultural sharing across nations. As the world changes, a host of opportunities arise constantly. With them, however, appear old and new risks, from the possibility of job loss and disease to the potential for social unrest and environmental damage. If ignored, these risks can turn into crises that reverse hard-won gains and endanger the social and economic reforms that produced these gains. The World Development Report 2014 (WDR 2014), Risk and Opportunity: Managing Risk for Development, contends that the solution is not to reject change in order to avoid risk but to prepare for the opportunities and risks that change entails. Managing risks responsibly and effectively has the potential to bring about security and a means of progress for people in developing countries and beyond. Although individuals’ own efforts, initiative, and responsibility are essential for managing risk, their success will be limited without a supportive social environment—especially when risks are large or systemic in nature. The WDR 2014 argues that people can successfully confront risks that are beyond their means by sharing their risk management with others. This can be done through naturally occurring social and economic systems that enable people to overcome the obstacles that individuals and groups face, including lack of resources and information, cognitive and behavioral failures, missing markets and public goods, and social externalities and exclusion. These systems—from the household and the community to the state and the international community—have the potential to support people’s risk management in different yet complementary ways. The Report focuses on some of the most pressing questions policy makers are asking. What role should the state take in helping people manage risks? When should this role consist of direct interventions, and when should it consist of providing an enabling environment? How can governments improve their own risk management, and what happens when they fail or lack capacity, as in many fragile and conflict-affected states? Through what mechanisms can risk management be mainstreamed into the development agenda? And how can collective action failures to manage systemic risks be addressed, especially those with irreversible consequences? The WDR 2014 provides policy makers with insights and recommendations to address these difficult questions. It should serve to guide the dialogue, operations, and contributions from key development actors—from civil society and national governments to the donor community and international development organizations.