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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.

Legal textbooks are the primary carrier of the disciplinary system, academic system, and discourse system of law. They systematically present and reflect the development achievements of the disciplinary system, academic system, and discourse system of law, and directly determine the overall structural arrangement and priorities of law teaching. Overall, the dichotomization of legal textbooks into the sub-systems of basic law and departmental law has lagged behind the progress on socialist rule of law with Chinese characteristics, and the system of textbooks relying on this traditional academic division is also in need of further improvement and reform. \"Law-related,\" \"jurisprudence-related,\" and \"rule-of-law-related,\" the three relatively independent but closely linked sub-systems of legal textbooks can better reflect the current evolution of the rule of law system in China. China's legal textbook system should be improved in terms of promoting the development of the main textbooks on law, vigorously promoting the development of textbooks on emerging disciplines and inter-disciplinarity, and courageously innovating the content and form of textbooks. Keywords XI Jinping Thought on the Rule of Law; core textbooks; main textbooks; new-form textbooks

Legal textbooks are the primary carrier of the disciplinary system, academic system, and discourse system of law. They systematically present and reflect the development achievements of the disciplinary system, academic system, and discourse system of law, and directly determine the overall structural arrangement and priorities of law teaching. Overall, the dichotomization of legal textbooks into the sub-systems of basic law and departmental law has lagged behind the progress on socialist rule of law with Chinese characteristics, and the system of textbooks relying on this traditional academic division is also in need of further improvement and reform. “Law-related,” “jurisprudence-related,” and “rule-of-law-related,” the three relatively independent but closely linked sub-systems of legal textbooks can better reflect the current evolution of the rule of law system in China. China’ s legal textbook system should be improved in terms of promoting the development of the main textbooks on law, vigorously promoting the development of textbooks on emerging disciplines and inter-disciplinarity, and courageously innovating the content and form of textbooks.

This title provides a comprehensive analysis of education development in Singapore since 1965, giving particular attention to the strategic management that has enabled Singapore to transform its education and training system from one similar to many Sub-Saharan African countries four decades ago into one of the world's best-performing systems.

Recently emerging from a decade-long civil war, Sierra Leone is making a remarkable recovery. The future holds great promise as well as many challenges for the education system in Sierra Leone. The rapid expansion of enrollments in primary school after the war will place pressure on the secondary school level and careful planning will be required to manage the expansion. As the priority shifts from emergency rehabilitation of schools to established basic service delivery, overcrowded classes and the quality of teaching and learning will need to be addressed. Focus should turn to the children from poor families and to eliminating disparities across regions, urban and rural areas and between boys and girls. The future of the education system will depend largely on the success of the decentralization process, which in turn relies on careful planning and the building of local and central capacity. All of this will require fiscally sustainable long-term development plans for the education sector.This book is an analysis of the education system in Sierra Leone, particularly at the primary and secondary levels. It provides an analytical foundation for the preparation of an education sector-wide strategy.

A new wave of developing English textbooks for compulsory education in China demands for more attention on the integration of textbook research and practice. While increasing research has investigated the design and implementation of English textbooks for Chinese learners, there is a lack of a systematic review on the structural development of this field, leaving prominent research areas, research methods, and enlightening findings unclear. This paper addresses the above issues by systematically reviewing 530 research concerning English textbooks in the Chinese context. As a data-driven study, we applied content analysis and developed a coding scheme, manually annotated all data and cross-checked our annotations. Findings from descriptive statistics and content analysis showed increasing attention on textbooks research from Chinese researchers, inadequate empirical studies, insufficient effort on English textbooks for compulsory education, and three research themes, i.e. textbooks production, textbooks implementation, and textbooks evaluation. Future directions and implications are further discussed.

Using government secondary school English language textbooks from Malaysia, Indonesia, Pakistan and Bangladesh, we conducted a quantitative content analysis in order to identify gender stereotypes in school education. In total, 21 categories of exclusion and quality of representation were used to study gender stereotypes. Our analysis confirms a pro-male bias in textbooks: the aggregate female share is 40.4% in textual and pictorial indicators combined. Female occupations are mostly traditional and less prestigious while the characters are predominantly introverted and passive in terms of personality traits. Women are also shown to be mostly involved in domestic and in-door activities while men have a higher presence in professional roles. Systematic underrepresentation of females is evident regardless of whether we look at the text or pictures. A cross-country analysis shows that the female share in picture content is only 35.2% in Malaysia and Bangladesh. Overall, the proportion of female to male characters (text and pictures combined) is balanced in Malaysia and Indonesia (44.4% and 44.1% respectively) while this share is only 24.4% and 37.3% in Pakistani and Bangladeshi textbooks respectively. The finding of underrepresentation of women in Pakistani textbooks, in terms of quality and quantity, is robust to the selection of province-, grade- and subject-specific textbooks, as well as the range and type of categories used.

We study the causal effect of school curricula on students’ political attitudes, exploiting a major textbook reform in China between 2004 and 2010. The sharp, staggered introduction of the new curriculum across provinces allows us to identify its causal effects. We examine government documents articulating desired consequences of the reform and identify changes in textbooks reflecting these aims. A survey we conducted reveals that the reform was often successful in shaping attitudes, while evidence on behavior is mixed. Studying the new curriculum led to more positive views of China’s governance, changed views on democracy, and increased skepticism toward free markets.

Visual models are a necessary part of molecular biology education because submicroscopic compounds and processes cannot be directly observed. Accurately interpreting the biological information conveyed by the shapes and symbols in these visual models requires engaging visual literacy skills. For students to develop expertise in molecular biology visual literacy, they need to have structured experiences using and creating visual models, but there is little evidence to gauge how often undergraduate biology students are provided such opportunities. To investigate students’ visual literacy experiences, we surveyed 66 instructors who taught lower division undergraduate biology courses with a focus on molecular biology concepts. We collected self-reported data about the frequency with which the instructors teach with visual models and we analyzed course exams to determine how instructors incorporated visual models into their assessments. We found that most instructors reported teaching with models in their courses, yet only 16% of exam items in the sample contained a visual model. There was not a statistically significant relationship between instructors’ self-reported frequency of teaching with models and extent to which their exams contained models, signaling a potential mismatch between teaching and assessment practices. Although exam items containing models have the potential to elicit higher-order cognitive skills through model-based reasoning, we found that when instructors included visual models in their exams the majority of the items only targeted the lower-order cognitive skills of Bloom’s Taxonomy. Together, our findings highlight that despite the importance of visual models in molecular biology, students may not often have opportunities to demonstrate their understanding of these models on assessments.

To ensure health sustainability for the next generation, an emphasis should be placed on health prevention and health education. Therefore, it is crucial to educate kids on how to keep themselves healthy in order to promote long-term progress. This study aimed to identify the extent of the inclusion of health education requirements in the content of science textbooks for the intermediate stage of schooling. To fulfill the goal of this study, a validated content-analysis card consisting of twenty-seven indicators categorized into seven requirement themes was used in the analysis of middle-school-level science textbook editions that were taught in the academic year 2022. The results revealed that all health education requirements were inadequately included in the science textbooks, in which the inclusion rate ranged between 5.0% and 1.3%, and the percentage of included health-related themes in the middle school science textbooks, in general, was 2.8%. These findings indicate the necessity for reforming science textbooks for middle school levels so that they include sufficient basic health education requirements to enable students to protect themselves from prevailing diseases across the globe.