commbox Educational Media

"The Philippine government, with the assistance of the World Bank, launched the $US37 million Textbook Project to alleviate the lack of textbooks in the nation's public schools. Prior to this investment, there was an average of 10 pupils for every book available in a given subject. During the first ... year of implementation, the Textbook Project produced ap-proximately 20 million first and second grade textbooks in science, mathematics, and Pilipino. These were distributed nationwide in the 1977-78 school year at a ratio of two pupils per book. In the course of its 5-year duration, the Textbook Project would produce 97 million books covering all subject areas from first grade through high school and would distribute enough so that there would be only two students per book at each grade level in each subject. Books cost an average of US$.55 each (for an average length of 180 pages); the overall program increased per student costs by about 1% (Orivel, 1979). Teacher training in the use of the books was part of the project. These and other aspects of implementation are described in detail by Aprieto (1983). Textbook content was geared closely to the national curriculum and tightly screened for clarity of presentation. Photo and colors were used judiciously. Because books were expected to be in use for up to 5 years, binding and stitching were of high quality. Distribution was made first to regional warehouses, then to municipalities, then to schools. Arrival time and textbook condition in the nation's 100,000 schools were monitored by computer in the capital. The success of the project was due not to simply having new textbooks, but rather to having new textbooks of high quality, reasonably on time, well understood, and well used by teachers. The Evaluation Section of the Textbook Project was formed primarily to investigate the effects of this sizable investment on student achievement. One year before the first sets of textbooks were distributed, an evaluation plan was designed, and instruments were developed to measure these effects. The plan was implemented during the first year of textbook distribution and has been a continuing component of the Textbook Project. The results presented here were obtained from the first-year evaluation data, otherwise known as Phase I. The effects of textbooks on achievement in conjunction with pupil, home, school, and environmental variables were examined, the primary concern being the increment in the achievement of pupils, given the use of the project textbooks, while other influencing factors were controlled." (Page 141) more

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Textbooks in Developing Countries

Philip G. Altbach, Douglas Pearce, S. Gopinathan et al.

Prospects (Paris), volume 13, issue 3 (1983), pp. 315-369

"Detailed presentation of all aspects of textbook development, production, and distribution under the specific conditions of developing countries; one regional and two country-specific examples are used to go beyond the general information to show the concrete problems and possible solutions." (GIZ ... more

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Planning and Organising Reading Campaigns: A Guide for Developing Countries

Ralph C. Staiger, C. Casey

Paris: UNESCO (1983), 75 pp.

"A companion volume to Ralph Staiger’s “Roads to Reading” (1979), now inevitably rather dated, but still provides helpful guidelines and strategies for planning successful reading campaigns." (Hans M. Zell, Publishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 2223)

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Non-Formal Education and Radio: A Selected, Annotated Bibliography

Vicki Vergeldt

East Lansing, Mich.: Non-Formal Education Information Center, College of Education, Michigan State University (1983), 46 pp.

"Materials concerning the use of radio and mass communications for non-formal education and development are listed in a selected annotated bibliography, intended for those actively involved in non-formal education and development. Three sections contain annotated entries (which range from 1972-1983) ... more

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Producción de radio educativa 83 curso nacional

Lima: CETUC (1983), 48 pp.

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La experiencia de Radio ECCA

María Teresa Fontán

Madrid: Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI) (1983), 410 pp.

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The SITE Experience

Paris: UNESCO (1983), 58 pp.

"The initials SITE stand for Satellite Instructional Television Experiment. In this publication, commissioned by Unesco, the accent is on the word experiment. It is a summary and a critical assessment of the majority of the research studies relating to the whole complex operation, not an evaluation ... more

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INCUPO: Una experiencia de educación no formal para el desarrollo. Los cursos de educación fundamental integral

Quito: Asociación Latinoamericana de Educación Radiofónica (ALER) (1983), 44 pp.

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Reducing the Cost of School Textbooks in Africa

Network of Educational Innovation for Development in Africa

Dakar: UNESCO Regional Office for Education in Africa (1983), 71 pp.

"The final report of a regional seminar on reducing the costs of school textbooks in Africa, which took place in Bujumbura, Burundi in 1983, and focussed on raising the awareness of government organizations about textbooks, what measures should be taken regarding the importation of textbooks, the ma ... more

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