Cover Image
close this bookThe Elaboration of School Textbooks - Methodological Guide (UNESCO, 1989, 66 p.)
View the document(introduction...)
View the documentPREFACE
View the documentNOTE ABOUT THE AUTHOR
close this folderI. INTRODUCTION
View the documentTextbooks and educational achievements
View the documentProvision of school textbooks
View the documentProjects to develop the production of textbooks
close this folderConditions and Constraints on textbook production
View the document(introduction...)
View the documentIdentification of needs
View the documentFinancial resources
View the documentElaboration of textbooks
View the documentPublishing
View the documentPrinting
View the documentDistribution
View the documentCirculation and marketing of school textbooks
View the documentThe decision to produce a textbook
close this folderFormulas and conditions for the elaboration of textbooks
View the document(introduction...)
View the documentOriginal design
View the documentAdaptation of existing textbooks
View the documentTranslation
View the documentRights and protection of authors and translators
close this folderII. ELABORATION OF TEXTBOOKS
View the documentThe main categories of textbooks
View the documentThe roles of textbooks
View the documentThe objectives in using textbooks
View the documentTeacher Training
View the documentThose elaborating the textbook
View the documentThe author's contract
close this folderIII. TEXTBOOK MANUSCRIPTS
close this folderTextbooks and curricula
View the document(introduction...)
View the documentTeachers guides and school textbooks
View the documentThe content of textbooks - origins
close this folderThe nature of content
View the documentAccuracy
View the documentPrecision
View the documentTopicality
View the documentObjectivity
View the documentContribution to social objectives
View the documentLearning experiences and development of aptitudes
View the documentProgression of concepts and development of abilities
View the documentInterdisciplinarity
close this folderEducational approaches
View the documentLevels of ability of pupils
View the documentInterests and motivation of pupils
View the documentStimulating an enquiring mind
View the documentLearning and evaluation exercises
View the documentSelf-evaluation
close this folderDrafting a manuscript
View the documentThe outline of the manuscript
View the documentStructure and organization of chapters
View the documentPresentation of chapters
View the documentThe text: language used in textbooks
View the documentVocabulary in textbooks
View the documentPhrases
View the documentPunctuation
View the documentThe thread, or continuous link
View the documentThe summary
View the documentWriting style
View the documentThe first and last pages of a manuscript
close this folderIV. ILLUSTRATIONS
View the documentThe role of illustrations
View the documentTypes of illustrations
View the documentCharacteristics and conditions of a good illustration
View the documentThe cost of illustrations
View the documentThe qualifications of illustrators
close this folderV. MANAGEMENT OF THE ELABORATION OF MANUSCRIPTS
View the document(introduction...)
close this folderSchool Textbook Committees
View the document(introduction...)
View the documentFunctions of Textbook Committees
View the documentStatus of the Committees
View the documentMembers of the Committees
View the documentWorking procedures
close this folderSubmission of manuscripts
View the document(introduction...)
View the documentSubmission dates
close this folderTechnical guide-lines for presentation and composition of text
View the document(introduction...)
View the documentCorrections in the text of the manuscript
View the documentPresentation of illustrations
close this folderThe final manuscript
View the document(introduction...)
View the documentSubmission of the final manuscript
View the documentThe definitive manuscript
close this folderVI. EVALUATION OF THE FINAL MANUSCRIPT
View the document(introduction...)
View the documentAspects of evaluation
View the documentQuestions to be raised in the evaluation of a final manuscript
View the documentGuidelines for evaluation
View the documentThe evaluators
close this folderModalities and criteria for evaluation
View the document(introduction...)
View the documentEvaluation by teachers
close this folderThe trial edition
View the document(introduction...)
View the documentTesting
View the documentEvaluation
View the documentVII. CONCLUSION
View the documentREFERENCES

The evaluators

Evaluators must fulfil certain conditions to participate in an evaluation:

- Possess excellent qualifications and professional experience in a given educational domain (teaching, curriculum, educational psychology, educational research, publishing school textbooks, elaboration of school books).

- Not be personally engaged in the elaboration of the manuscript under evaluation.

- Possess or have previously received full information on the different stages and operations of textbook production (seminars organized by a Textbook Committee...)

- Have received special preparation for the work of evaluation and know about all aspects of the elaboration of manuscripts (preparatory working sessions under the guidance of a competent expert who could be the Chairman of the Committee).

In principle, evaluators are members of the Textbook Committee. However, outside personalities meeting the requirements for participating in the evaluation can be called upon to collaborate in this work.

Division of work amongst the evaluators of aspects evaluated

Aspects

Evaluators

Content

- Subject specialists: teachers inspectors, supervisors


- Secondary school teachers


- Curriculum specialists

Pedagogical approaches

- Subject specialists


- Educational psychologists

Drafting

- Language teachers


- Publishing organizations

Illustrations

- Subject specialists


- Graphic artists

Presentation and composition

- Publishing services (compositors)

Division of work is not mandatory, but simply indicative of the need to make use of all available qualifications. For countries having resources sufficient only for the production of one single textbook per discipline per school year, the evaluation of a manuscript can be the determining factor in obtaining the best possible quality of school books.