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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.

Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children's development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children's development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage - this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary - this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure - to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies - chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.

A case study of one of the most important global institutions of cultural policy formation, UNESCO and the Fate of the Literary demonstrates the relationship between such policymaking and transformations in the economy. Focusing on UNESCO's use of books, Sarah Brouillette identifies three phases in the agency's history and explores the literary and cultural programming of each. In the immediate postwar period, healthy economies made possible the funding of an infrastructure in support of a liberal cosmopolitanism and the spread of capitalist democracy. In the decolonizing 1960s and '70s, illiteracy and lack of access to literature were lamented as a \"book hunger\" in the developing world, and reading was touted as a universal humanizing value to argue for a more balanced communications industry and copyright regime. Most recently, literature has become instrumental in city and nation branding that drive tourism and the heritage industry. Today, the agency largely treats high literature as a commercially self-sustaining product for wealthy aging publics, and fundamental policy reform to address the uneven relations that characterize global intellectual property creation is off the table. UNESCO's literary programming is in this way highly suggestive. A trajectory that might appear to be one of triumphant success—literary tourism and festival programming can be quite lucrative for some people—is also, under a different light, a story of decline.

The Handbook of Spiritual Development in Childhood and Adolescence breaks new ground by articulating the state of knowledge in the area of childhood and adolescent spiritual development. Featuring a rich array of theory and research from an international assortment of leading social scientists in multiple disciplines, this book represents work from diverse traditions and approaches - making it an invaluable resource for scholars across a variety of disciplines and organizations.

A comprehensive look at current drug discovery and development methods—and the roadmap for the future Providing both understanding and guidance in characterizing potential drugs and their production and synthesis, Development of Therapeutic Agents Handbook gives professionals a basic tool to facilitate research and development within this challenging process. This comprehensive text brings together, in one resource, a compendium of concepts, approaches, methodologies, and limitations that need to be considered in the formulation of therapeutic agents across a range of therapeutic fields. Both a reference and a call to action for the pharmaceutical industry, Development of Therapeutic Agents Handbook examines recent innovations taking shape in the various medical disciplines involved in drug discovery, and shows why these advances need to be embraced universally among researchers to improve their solution strategies. Additional subject matter includes: Extensive coverage and in-depth look into novel treatments and therapeutics Discussion of hot topics like new drugs and nutraceuticals, the discovery and development of vaccines, cancer therapeutics, and market overviews Coverage of therapeutic drug development for specific disease areas, such as cardiology, oncology, breast cancer, and kidney diseases As research in biology, chemistry, medicine, and technology rapidly progresses, it is becoming increasingly important for medical researchers to maintain an up-to-date knowledge base of emerging trends directing promising new therapies. Development of Therapeutic Agents Handbook serves this purpose, acting as both a one-stop reference rich in valid science, and a tool to carve out new pathways in the pursuit of bringing safer and more effective drugs to the marketplace.

This study explores ways in which textbook development can play a crucial role in bridging the gap between theory and practice in English language teaching (ELT), specifically focusing on English as a Second Language (ESL) materials. Textbooks play a pivotal role in ELT instruction; however, their impact in practice often fails to meet their theoretical intentions. This research investigates how ELT textbook development, when guided by the principles of second language acquisition (SLA), can more effectively address the diverse needs of learners while meeting the contextual demands of various educational environments. Following a qualitative approach involving ESL teachers, this study examines the existence and/or lack of alignment between national language education goals, such as fluency, and the structure and content of available ELT textbooks. It also aims to highlight areas where this alignment can be further improved. Findings of the study point to a clear need for culturally relevant, flexible, and inclusive ELT textbooks that not only foster communicative skills, but also cater to diverse learner preferences, and also facilitate the creative practices of teachers. This study has suggested some principles for developing ELT textbooks. Recommendations for continued research into textbook evaluation and development are also made to support ESL instructors further in diverse settings.

Education policy must prioritize research-driven mathematics textbook development to ensure rigorous alignment with curriculum reforms. The purpose of this study was to investigate research trends on Indonesian Government Provided (IGP) mathematics textbooks. This literature review examined the Science and Technology Index (SINTA), an Indonesian research database that includes researchers, institutions and journals in Indonesia. The use of several frameworks helped to capture the nature of research in this area. First, we classified textbooks based on their role as either research objects, dependent variables, or independent variables. Then, we applied content, theoretical, and problem analysis. In general, the number of studies on IGP mathematics textbooks has fluctuated from 2016 to 2024. Furthermore, they have focused on specific mathematics subjects and educational levels. Interestingly, the results also showed that all the studies on IGP mathematics textbooks treated them as a research subject. Their distribution in terms of content, theoretical and problem analysis varied considerably. The impact of this study is not just academic; it is a pragmatic step to ensure that research-driven textbook regulations translate into measurable improvements in learning materials.

Finding suitable books for pleasure reading is difficult for many people with reading challenges. Consequently, authors and publishing houses must consider user diversity when developing books. Easy Language comprises an important component, which is closely related to other elements which together constitute accessible books, such as layout, fonts and use of images. Moreover, extensive user testing and involvement must ensure that the books meet the requirements of the readers. This paper presents The Books for Everyone (BfE) Framework, which describes the process from initiation to publication and promotion of Easy Language books, using Norway as a case study. The BfE Framework is illustrated through examples from books and related to the reception and understanding of various user groups.

Very little is known about the actual impact of projects on the poor. Many are reluctant to carry out impact evaluations because they are deemed expensive, time consuming, and technically complex, and because the findings can be politically sensitive. Yet a rigorous evaluation can be powerful in assessing the appropriateness and effectiveness of programs. Evaluating impact is particularly critical in developing where resources are scarce and every dollar spent should aim to maximize its impact on poverty reduction. This handbook seeks to provide project managers and policy analysts with the tools needed for evaluating project impact. It is aimed at readers with a general knowledge of statistics. Chapter 1 presents an overview of concepts and methods, Chapter 2 discusses key steps and related issues to consider in implementation, Chapter 3 illustrates various analytical techniques through a case study, and Chapter 4 includes a discussion of lessons that have been reviewed for this handbook. The case studies, included in Annex I, were selected from a range of evaluations carried out by the Bank, other donor agencies, research institutions, and private consulting firms. Also included in the annexes are samples of the main components that would be necessary in planning any impact evaluation - sample terms of reference, a budget, impact indicators, a log frame, and a matrix of analysis.

Focusing on issues about the development of mathematics textbooks from a cultural perspective, this study examined a widely-used curriculum resource series, One Lesson One Exercise , published in China, and its adapted English series, published in the UK, to explore how cultural influence is manifested in the two series of resource books. For the study we established a conceptual framework classifying culture into six types in relation to people’s beliefs, values and ways of interacting about them, for data collection and analysis. The results indicate that there exist considerable differences between the Chinese and the English series that are related to cultural factors. It appears that, to a large extent, culture plays an essential role in the development of mathematics textbooks. Concerning the different types of culture, the results show that most adaptations between the Chinese series and the English series are related to ‘ways of behaving and customs’ and ‘artifacts, flora and fauna’, followed by ‘identities’ and ‘geography’, and the least are related to ‘organisations’ and ‘history’. Based on the study, we argue that the relevance and importance of culture to the development of mathematics textbooks must not be underestimated, and more research in this direction is needed.