 | The Elaboration of School Textbooks - Methodological Guide (UNESCO, 1989, 66 p.) |
 |  | (introduction...) |
| | PREFACE |
| | NOTE ABOUT THE AUTHOR |
|  | I. INTRODUCTION |
| | Textbooks and educational achievements |
| | Provision of school textbooks |
| | Projects to develop the production of textbooks |
| | Conditions and Constraints on textbook production |
| | (introduction...) |
| | Identification of needs |
| | Financial resources |
| | Elaboration of textbooks |
| | Publishing |
| | Printing |
| | Distribution |
| | Circulation and marketing of school textbooks |
| | The decision to produce a textbook |
| | Formulas and conditions for the elaboration of textbooks |
| | (introduction...) |
| | Original design |
| | Adaptation of existing textbooks |
| | Translation |
| | Rights and protection of authors and translators |
| | II. ELABORATION OF TEXTBOOKS |
| | The main categories of textbooks |
| | The roles of textbooks |
| | The objectives in using textbooks |
| | Teacher Training |
| | Those elaborating the textbook |
| | The author's contract |
| | III. TEXTBOOK MANUSCRIPTS |
| | Textbooks and curricula |
| | (introduction...) |
| | Teachers guides and school textbooks |
| | The content of textbooks - origins |
| | The nature of content |
| | Accuracy |
| | Precision |
| | Topicality |
| | Objectivity |
| | Contribution to social objectives |
| | Learning experiences and development of aptitudes |
| | Progression of concepts and development of abilities |
| | Interdisciplinarity |
| | Educational approaches |
| | Levels of ability of pupils |
| | Interests and motivation of pupils |
| | Stimulating an enquiring mind |
| | Learning and evaluation exercises |
| | Self-evaluation |
| | Drafting a manuscript |
| | The outline of the manuscript |
| | Structure and organization of chapters |
| | Presentation of chapters |
| | The text: language used in textbooks |
| | Vocabulary in textbooks |
| | Phrases |
| | Punctuation |
| | The thread, or continuous link |
| | The summary |
| | Writing style |
| | The first and last pages of a manuscript |
| | IV. ILLUSTRATIONS |
| | The role of illustrations |
| | Types of illustrations |
| | Characteristics and conditions of a good illustration |
| | The cost of illustrations |
| | The qualifications of illustrators |
| | V. MANAGEMENT OF THE ELABORATION OF MANUSCRIPTS |
| | (introduction...) |
| | School Textbook Committees |
| | (introduction...) |
| | Functions of Textbook Committees |
| | Status of the Committees |
| | Members of the Committees |
| | Working procedures |
| | Submission of manuscripts |
| | (introduction...) |
| | Submission dates |
| | Technical guide-lines for presentation and composition of text |
| | (introduction...) |
| | Corrections in the text of the manuscript |
| | Presentation of illustrations |
| | The final manuscript |
| | (introduction...) |
| | Submission of the final manuscript |
| | The definitive manuscript |
| | VI. EVALUATION OF THE FINAL MANUSCRIPT |
| | (introduction...) |
| | Aspects of evaluation |
| | Questions to be raised in the evaluation of a final manuscript |
| | Guidelines for evaluation |
| | The evaluators |
| | Modalities and criteria for evaluation |
| | (introduction...) |
| | Evaluation by teachers |
| | The trial edition |
| | (introduction...) |
| | Testing |
| | Evaluation |
| | VII. CONCLUSION |
| | REFERENCES |
The definitive manuscript
The definitive manuscript is the final typescript which has been corrected and revised after evaluation and has been approved by the Director of the Textbook Committee. After a rigourous and detailed examination on the part of the publisher, the manuscript is copy-prepared for transmission to the service responsible for typesetting and page-lay out. At this stage it is still possible that some final modifications may have to be made for the purposes of composition and typesetting.
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