Explore the vast range of titles available.

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 thematic study discusses strategies for sustainable financing of secondary education in Sub-Saharan Africa. The report provides insight into options for financing the expansion of secondary education and training in Africa. This comes with a hefty price tag and points to the need to undertake fundamental reforms swiftly. This publication messages are clear: secondary education and training in Sub-Saharan Africa faces the challenge of improved efficiency and improved quality simultaneously with a fast growing demand. Sustainable financing will also require more effective public-private partnerships, because governments have many priorities and do not have a lot of room for significant additional public funding of post-primary systems. Educational reforms are needed to expand enrollment in secondary schooling in affordable ways. These reforms will contribute to poverty reduction by increasing the levels of knowledge, skills, and capability; diminishing inequalities in access that limit social mobility and skew income distribution; and contributing to the achievement of the Millennium Development Goals (MDGs) that relate to education.

Purpose Despite growing interest in the intersection of supply chain management (SCM) and management accounting (MA) in the academic debate, there is a lack of understanding regarding both the content and the delimitation of this topic. As of today, no common conceptualization of supply chain management accounting (SCMA) exists. The purpose of this study is to provide an overview of the research foci of SCMA in the scholarly debate of the past two decades. Additionally, it analyzes whether and to what extent the academic discourse of MA in SCs has already found its way into both SCM and MA higher education, respectively. Design/methodology/approach A content analysis is conducted including 114 higher education textbooks written in English or in German language. Findings The study finds that SC-specific concepts of MA are seldom covered in current textbooks of both disciplines. The authors conclude that although there is an extensive body of scholarly research about SCMA concepts, there is a significant discrepancy with what is taught in higher education textbooks. Practical implications There is a large discrepancy between the extensive knowledge available in scholarly research and what we teach in both disciplines. This implies that graduates of both disciplines lack important knowledge and skills in controlling and accounting for SCs. To bring about the necessary change, MA and SCM in higher education must be more integrative. Originality/value To the best of the authors knowledge, this study is first of its kind comprising a large textbook sample in both English and German languages. It is the first substantiated assessment of the current state of integration between SCM and MA in higher education.

The water sector is in the middle of a paradigm shift from focusing on treatment and meeting discharge permit limits to integrated operation that also enables a circular water economy via water reuse, resource recovery, and system level planning and operation.

The aim of this research is to assess the sufficiency of provisions and execution of English Language Learning Materials Development Policy of Pakistan. For the realization of this, the policy documents were abstracted to know what has been provided in connection with the development of English learning materials in Pakistan. Further, the evidence regarding the execution of the policy was collected through a questionnaire. The results of the study indicate that the policy provides only rudimentary guidelines regarding the selection, regulation, and capacity building of the writers and the publishers of the materials. Besides, the researcher has found that curricular guidelines, some principled approach to the materials development and selection, the development process, hierarchy and transitional signals in the materials, context relevance, the use of technology in the development of materials, evaluation of the developed or selected materials are the aspects that have not been attended to. Only 26% of the executions have so far become possible. The consequences of this insubstantial policy are that the teachers, while using the materials that are developed or selected following the guidelines of the policy, mainly keep their focus on form items of English language and thus remain unable in engaging the learners as well as teaching them how to use language in terms of communicative intent.

The symbolic manipulation capabilities of computer algebra systems, which we refer to as CAS-S, are now becoming instantiated within secondary mathematics textbooks in the United States for the first time. While a number of research studies have examined how teachers use this technology in their classrooms, one of the most important factors in how this technology is used in the classroom is how it is embedded within curricular resources such as textbooks. This study introduces readers to an analytical framework for examining CAS-S within textbooks and presents the results of its application to three secondary U.S. mathematics textbook units involving polynomial functions. The framework consists of two components: application of CAS-S and reflection on CAS-S uses. The analyses identified differences among the three textbook units in pedagogical intent and task connectedness involving CAS-S. The majority of CAS-S tasks were coded as involving low procedural complexity and there were few instances in which the technology was used in the construction of proofs. Textbook developers asked students to reflect on the visible CAS-S result as opposed to the invisible process leading to those results. The implications of these results as well as the potential transformative role of CAS-S are discussed.

E-books nowadays have greatly evolved in its presentation and functions, however its features for education need to be investigated and inspired because people who are accustomed to using printed books may consider and approach it in the same way as they do printed ones. Therefore, the authors compared the EPUB e-book content model with the SCORM e-learning content model from the respects of their content presentation, metadata and package structures. Drs. Chang and Hung found that 1) EPUB has the possibility to implement the advantage of content sharing and reusing. 2) EPUB e-books can present educational materials with multimedia and interactive components based on web technology. However, content creators should beware of the limited supported media types 3) EPUB lacks dedicated educational metadata. 4) EPUB e-books have a content reflow mechanism to adjust layouts to fit small screen devices and are able to use all resources offline. Finally, they determined the research issues and strategies that are worthy of further investigation and development for EPUB e-books in education based on our findings.

Background: Workbooks were introduced by the South African Department of Basic Education (DBE) in 2011. Although the workbooks were designed as supplementary materials, in some schools they are used as the sole teaching text. Therefore, an analysis of the content coverage of the workbooks is warranted. This article provides such an analysis in terms of additive relation word problems. Aim: This article aims firstly to expound on the existing literature to propose a comprehensive additive relation word problem typology and secondly to analyse the prevalence of particular word problem types in the foundation phase Mathematics workbooks. Setting: This research was conducted in South Africa, focusing on additive relation word problems in foundation phase Mathematics workbooks. Methods: A comprehensive typology of additive relation word problem types was developed based on typologies used in previous studies. All the additive relation word problems in the 2017 Grades 1–3 foundation phase Mathematics workbooks were categorised according to this typology. Results: In total there were 61 single-step additive relation word problems with numerical answers across the three grades. This is a small number in comparison to other countries. There was also an uneven distribution of problem types, with more problems in the easier subcategories and fewer or no problems in the more difficult subcategories. Conclusion: This article provides evidence for the need to revise the word problems in the DBE workbooks. It also provides a theoretical framework to use in the revision of the workbooks and in any supplementary teaching material developed for teachers.

The perceptions of the EFL learners have been ignored in most of the textbook evaluation studies in Iran. This study aimed to make a comparison between the attitudes of Iranian EFL learners towards speech acts and the actual content of their textbooks. To this end, a descriptive and survey-based design was employed. A questionnaire was distributed among 100 first-year high school students in four schools. The first-year high school English textbook was also carefully analyzed with respect to the different types of speech acts. A comparison was made between the results obtained from the questionnaire analysis and the results of the content analysis of the textbook, which revealed the fact that the students generally had a positive attitude towards the teaching of speech acts. On the contrary, they rated the Language Functions Section in their textbook to be ineffective in terms of the teaching of speech acts. A closer examination of the dialogues in the Language Functions Section revealed that the range of speech acts covered in the textbook is extremely limited. These findings show that there are gaps between the Iranian learners' perceptions and the actual content of their textbooks. The findings can be useful to the textbook designers as well as language teachers. Index Terms--textbook, textbook evaluation, needs analysis, speech act