 | 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 |
Submission of the final manuscript
The final manuscript, drafted and typed in accordance with technical guidelines for presentation is submitted to a small working group, composed of all or part of the Textbook Committee, for reading and evaluation. A teacher or an inspector specialised in the field in question and a curriculum development specialist join in this evaluation. After examination of the manuscript, the author receives comments, conclusions and recommendations of the evaluators and will then make any necessary corrections or revisions to his manuscript. Sometimes there are very few corrections to make, but in all likelihood the author will discover flaws in presentation, difficulties of comprehension in the text and other similar shortcomings which require slight modification. Discussions with the evaluators can provide him with additional information regarding improvements to the text.
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