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Publié par | world-bank-publications |
Publié le | 15 février 2008 |
Nombre de lectures | 37 |
EAN13 | 9780821373446 |
Langue | English |
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WORLD BANK WORKING PAPER NO. 1
AFRICA HUMAN DEVELOPMENT SERI
Textbooks and School Library
Provision in Secondary Education
in Sub-Saharan Africa
THE WORLD BANK
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WP 216_MF.xqd /1410/8 :965 MA aPeg iWORLD BANK WORKING PAPER NO. 126
Textbooks and School Library
Provision in Secondary Education
in Sub-Saharan Africa
Secondary Education in Africa (SEIA)
Africa Region Human Development Department
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PW 216_MF.xqd /1410/8 :965 MA aPeg iiCopyright © 2008
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ISBN-13:978-0-8213-7344-6
eISBN:978-0-8213-7345-3
ISSN:1726-5878DOI:10.1596/978-0-8213-7344-6
Cover photo by Jacob Bregman
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PW 216_MF.xqd /1410/8 :965 MA Contents
aPeg iiiForeword
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
vii
Acknowledgments
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ix
Abbreviations
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
xi
Executive Summary
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
xvii
Résumé analytique
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
xxv
Introduction:Methodology and Constraints
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
PART I:Secondary Textbooks
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
1.Textbook Requirements and Costs in Secondary Education
. . . . . . . . . . . . . . . . . .
5
Different Types ofSecondary Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Variations in Secondary Textbook Requirements and Costs. . . . . . . . . . . . . . . . . . . .
5
Average Textbook Prices and the Causes ofVariation. . . . . . . . . . . . . . . . . . . . . . . . .
9
2.Secondary Textbook Financing
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15
Sources ofFinance for Secondary Textbooks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15
Producer versus Consumer Funding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
16
Principles ofEffective Textbook Financing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17
Textbook Cost Reduction Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
Textbook Rental Schemes and Textbook Revolving Funds. . . . . . . . . . . . . . . . . . . .
19
The Importance ofthe Secondhand Textbook Market. . . . . . . . . . . . . . . . . . . . . . .
23
Piracy and Pamphlets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23
Textbooks as a Percentage ofSecondary Education
Costs:A Case Study from Lesotho. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23
Textbooks as a Percentage ofSecondary Education
Costs:A Case Study from Uganda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
25
Textbook Financing in Francophone Countries. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
29
3.Secondary Textbooks Availability
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
31
Textbook Availability in Uganda (2002/03). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
31
Textbook Availability in Lesotho (2003). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34
Textbook Availability in Zambia (2002 and 2005). . . . . . . . . . . . . . . . . . . . . . . . . . .
35
Textbook Availability in Mozambique (2000/2001). . . . . . . . . . . . . . . . . . . . . . . . . .
36
Notes on Textbook Availability in Other Countries. . . . . . . . . . . . . . . . . . . . . . . . . .
37
iii
PW 216_MF.xqd /1410/8iv
Contents
:965 MA aPeg vi4.Approved Textbook Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
43
Approved Secondary Textbook Lists. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
43
Rationale for Approved Textbook Lists. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
44
5.Distribution Issues for Secondary Textbooks
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
47
Current Patterns ofSecondary Textbook Distribution. . . . . . . . . . . . . . . . . . . . . . .
47
Traditional Problems with State Textbook Distribution. . . . . . . . . . . . . . . . . . . . . .
47
Re-Creating National Bookseller Networks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
54
Current Secondary Textbook Distribution Issues. . . . . . . . . . . . . . . . . . . . . . . . . . . .
55
6.Secondary Textbook Authorship and Publishing
. . . . . . . . . . . . . . . . . . . . . . . . . . .
59
Secondary School Textbook Publishing in Francophone Africa. . . . . . . . . . . . . . . .
59
Secondary School Textbook Publishing in Anglophone Africa. . . . . . . . . . . . . . . . .
61
PART II:Secondary School Libraries
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
69
7.Secondary School Libraries in Sub-Saharan Africa
. . . . . . . . . . . . . . . . . . . . . . . . .
71
Secondary School Library Provision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
71
Financing Secondary School Libraries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
74
Other Characteristics ofSecondary School Libraries. . . . . . . . . . . . . . . . . . . . . . . . .
74
Linkages to National Library Systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
76
School Library Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
76
Distribution Issues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
77
School Library Policy Issues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
77
School Library Cost Implications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
78
8.Towards an Effective Strategy for Secondary Textbooks and Libraries
. . . . . . . . .
81
The Uganda Textbook and School Library Proposal. . . . . . . . . . . . . . . . . . . . . . . . .
82
Textbook Rental Schemes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
83
Other Forms ofTextbook Cost Reductions. . . . . . . . . . . .