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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.

This study reports the analysis of ecoliteracy aspects in four Indonesian language textbooks. The textbooks are based on different curriculum and from different publishers. In analyzing the ecoliteracy aspects, we used the ecological literacy framework proposed by Roth ( 1992 )-Ecoliteracy Content Analysis Frame (ECAF). This framework consists of four elements, namely: (1) knowledge, (2) effective tendency, (3) behavior, and (4) cognitive skills. The results show that the aspect of ecoliteracy, which has the least number, is cognitive skills, while the one which has the highest number of frequencies is the knowledge aspect. Affective tendency and cognitive skill elements are missing in two books. Furthermore, the ecoliteracy aspect of each book is different in frequency. It shows that the textbooks need to be revised to meet the purpose of ecoliteracy. Teachers may use it as a consideration in selecting the textbooks for the teaching-learning process.

Nowadays knowing foreign languages is a must. The children learn more languages at the school, so it does not matter what kind of books they use. The aim of our paper is to present the data of the Hungarian official list of textbooks from the last 17 years. The lists contain textbooks, exercise books and other things. This survey is about the publishers, the rate of the authors with presumed to be German and Hungarian native speakers. The results show that the change of the textbooks ‘German as foreign language’ and these results can lead to other international comparisons.

Textbooks are an important source of knowledge input on which the transmission of academic knowledge often relies, especially in the early stages of academic learning. Adopting a corpus-based approach, this study evaluates the text difficulty of science textbooks used in secondary English-medium instruction schools in Hong Kong, with a focus on their lexical coverage and readability. It compares the English language used in English-medium science textbooks with that in English as a foreign language textbooks. The analysis reveals that the text difficulty of the English-medium science textbooks is inappropriate in terms of the coverage of academic words and the readability level. The results also show that the coverage of words from the Academic Word List (AWL) and the General Service List (GSL) as well as the text readability levels, vary across scientific topics. These findings will inform textbook design and the development of pedagogical strategies to facilitate students’ learning of subject content in the medium of English.

The present study analyzes the English textbook of Grade 8 published by Punjab Textbook Board in Pakistan in the light of student learning outcomes (SLOs) of four competencies: reading and thinking skills, writing skills, oral communication skills, and formal and lexical aspects of language of the latest English curriculum in Pakistan. Competency (C), standards (S), benchmarks (B), and SLOs are the parameters given in the National Curriculum. A semi-structured checklist was developed by the researchers, validated by three experts from the relevant field, and improved in the light of experts’ opinion and pilot study findings. To evaluate the textbook competencies and their SLOs, the evidence was sought from the textbook, and remarks were given in the last column (remarks/analysis) of the checklist. The results revealed that the textbook understudy focuses on reading comprehension only. There is thus a dire need to incorporate thinking skills, writing skills, oral/aural communication skills, and formal and lexical aspects of language in the textbook.

The current study aims to evaluate socio-cultural values included in English textbooks for the 2nd intermediate class in Iraq and to show the types of cultures that appear in the English textbooks for the 2nd intermediate class in Iraq. Is it target culture, source culture, or international culture? For this purpose, a checklist has been drawn from Brook's list of sociocultural references to analyze the content of the Pupil's Book and Activity Book of English for Iraq 2nd Intermediate. The socio-cultural values include social references, historical references, and geographical references. After analyzing the Pupil's Book and Activity Book of English for Iraq 2nd intermediate, the results reveal that sociocultural values are mainly based on the International culture. The source culture is dominating over the target culture.

This paper examines ways in which three Moroccan ELT textbooks currently used in teaching second year Baccalaureate students in public high schools promote values of global citizenship. It also investigates the extent to which these textbooks present activities that develop learners’ sense of belonging to global and local communities and provide them with skills, knowledges and behaviors that would make them good citizens of the world. The study uses the theoretical framework of the Standards-Based Approach and UNESCO’s (2015) global citizenship learning domains. It adopts a convergent parallel mixed-methods design and uses content analysis as a data analysis method which combines both qualitative and quantitative techniques. The data are collected using a checklist that is designed based on UNESCO’s framework. The materials include three textbooks: Gateway to English 2, Insights into English 2 and Ticket to English 2. The findings demonstrate that although the three textbooks actually provide a number of activities that promote aspects of citizenship, there is still room for improving learners’ awareness of various global issues including democracy, human rights and conflict resolution. Other problems related to developing learners’ critical perspective towards global citizenship themes in reading texts, speaking, listening and writing activities and project works were identified. The study concludes with implications that inform teachers and textbook designers about the importance of empowering values of global citizenship in ways that strengthen learners’ critical thinking and problem-solving skills.

The purpose of this paper is to present an approach suitable for the selection of an appropriate textbook using an evaluation checklist designed to focus on the relevant topics and coverage suitable for students undertaking a first-year accounting course at university level. The resulting checklist is derived from the literature and adapted for accounting requirements, the evaluation takes into consideration current forms of textbook availability (eg online and e-book) and provides guidance through an excel spreadsheet evaluation tool. [Author abstract]

The basic goal of this research paper is to evaluate the reading activities in the light of higher order thinking skills (HOTS) of \"English for Iraq\" textbook Grade -1in order to discover to what degree all the reading activities in the SB and AB correspond the suggested criteria. To fulfill this aim, the researcher utilized the descriptive approach. As a research tool , the researcher used content analysis card by constructing a checklist. The researcher constructed the checklist from books, papers, the related literature, and several previous studies. Consequently, the results were as follows: the analyzing skill got 51.92% (SB 58.44% and AB 33.33%). Concerning the evaluating skill, it got 41.35% (SB 32.47%and AB 66.67%). While the creating skill got 6.73% in the reading activities of the SB.So, HOTS were not well distributed in the student's book as well as the activity book.

Over 50 years, two major reform efforts in science education took place. The purpose of the present study is to explore how the educational reforms were reflected in nine 6th grade science textbooks published in 1975, in 1985 and in 1997 in terms of (a) the materials used, (b) the contexts to which the electricity concept was related, (c) the type of student activities, and (d) the domain of learning objectives dealing with text activities. For the analysis, a checklist was developed. Our findings show that the concept of teaching electricity has moved from transmitting a body of knowledge and the discipline of science orientation to a more social learning and a student centered pedagogical orientation.