 | 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 |
(introduction...)
It is recognized that school textbooks are one of the factors which determine the effectiveness of the teaching and learning process in school. They do, therefore, have a positive impact on the yield of educational systems. For this reason their quality is of the utmost importance so far as their relevance to the objectives and content of curricula is concerned and their value as a method of learning and acquiring knowledge.
Before the production of school books enters into the actual production phase, the final manuscript has to be evaluated to ensure that the text offers all the guarantees of quality and corresponds to learning needs.
Whilst it is being written, parts or successive chapters of the text are submitted to readers for assessment: This enables a partial evaluation of the manuscript to be made and permits the author to correct the text or make necessary revisions to improve its quality. However, only when the final manuscript is submitted can a complete and detailed evaluation be made.
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