Textbooks and School Library Provision in Secondary Education in Sub-Saharan Africa

Description

This study is based on research on secondary textbook and school library provision in Botswana, Cameroon, Cote d'Ivoire, Ghana, Kenya, Malawi, Rwanda, Tanzania, and Togo, as well as existing recent country reports on textbook provision and an extensive desk research.
Considerable variations exist in Sub-Saharan African textbook requirements needed to meet secondary curriculum specifications just as significant differences exist between and within countries in regard to the average price of recommended textbooks. Some countries have no approved textbooks list. This World Bank Working Paper aims to discuss the textbook situation in Sub-Saharan Africa with a special focus on secondary textbook availability, cost and financing, distribution and publishing, and the status of school libraries. Its objective is to analyze the issues in secondary textbook and school library provision and to provide some options and strategies for improvement.

Sujets

• Éducation

Informations

• Publié par: world-bank-publications
• Publié le: 15 février 2008
• Nombre de lectures: 37
• EAN13: 9780821373446
• Langue: English

Extrait

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

Library ofCongress Cataloging-in-Publication Data has been Requested

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. . . . . . . . . . . .