a guide to textbook project design and preparation€¦ · a guide to textbook project design and...

THE WORLD BANK

Discussion Paper

EDUCATION AND TRAINING SERIES

Report No. EDT227

A Guide to Textbook Project Designand Preparation

Anthony Read

June 1986

Education and Training Department Operations Policy Staff

The views presented here are those of the author(s), and they should not be interpreted as reflecting those of the World Bank.

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Discussion Paper

Education and Training Series

Report No. EDT27

A GUIDE TO TEXTBOOK PROJECT DESIGN AND PREPARATION

Anthony Read (Consultant)Education Policy Division

Education and Training Department

June 1986

The World Bank does not accept responsibility for the views expressedherein, which are those of the author(s) and should not be attributed tothe World Bank or to its affiliated organizations. The findings,interpretations, and conclusions are the results of research or analysissupported by the Bank; they do not necessarily represent official policy ofthe Bank. The designations employed, the presentation of material, and anymaps used in this document are solely for the convenience of the reader anddo not imply the expression of any opinion whatsoever on the part of theWorld Bank or its affiliates concerning the legal status of any country,territory, city, area, or of its authorities, or concerning thedelimitation of its boundaries, or national affiliation.

Copyright C 1986 The International Bank for Reconstructionand Development/The World Bank

Abstract

This guide is primarily a checklist of issues in the design andpreparation of textbook projects. It demonstrates how production decisionsrelate to a variety of other project decisions, and provides keyalternatives in the decision-making process.

The guide is divided into four sections. The first consists ofquestions that project designers and ministers of education are likely toask when confronting the problem of textbook provision. For example,should there be a textbook project? If so, what financial arrangements arerequired to ensure continuing book provision as a result of the project?The second section provides checklists for every key activity likely to beinvolved in a textbook project. The third is a set of documents andcalculations which illustrate some of the references made in the secondsection. The last section is a glossary of professional terms which areeither used in the text or which might be used in discussions of projectdesign.

Raw materials, production processes, guidelines on book content andimplementation issues are not featured in this report.

C O N T E N T S

INTRODUCTION : HOW TO USE THE GUIDELINES 1

SECTION A : MAJOR ISSUES 4

NEED AND FEASIBILITY ISSUES

A.1 Should there be a book project? 5

A.2 What financial arrangements are required to 5ensure continuing book provision as a result ofthe project?

A.3 How should book requirements be estimated? 6

BOOK PROVISION ISSUES

A.4 Should books be imported or published locally? 8

A.5 Should local publishing be state (or parastatal) orcommercial (including commercial joint ventures)? 9

A.6 Should textbooks be fully originated, adapted orreprinted? 9

MANUFACTURING ISSUES

A.7 Is local manufacturing a possibility? 11

A.8 How are appropriate production standards chosen? 12

DISTRIBUTION AND STORAGE ISSUES

A.9 What type of textbook selection method is appropriate? 13

A.10 How should distribution be arranged to get books totarget pupils cost effectively and reliably on time? 15

A.ll What storage facilities are required? 17

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MANAGEMENT

A.12 What kind of management is needed to run a textbookproject? 19

SECTION B : BACKGROUND INFORMATION 21

1. ESSENTIAL PREPREPARATION FOR PROJECT DESIGN 22

1.1 Consider Relevant Environmental Factors 22

(a) Rainy Seasons.(b) Humidity and Dust, Proximity to Salt Water(c) Insects.(d) Topographical Features.

1.2 Establish Clear Agreement on Policy Issues 23

1.2.1 Language of Publication.

(a) Political/Cultural Criteria.(b) Pedagogic Criteria.(c) Economic Criteria.(d) Technical Criteria.(e) Prognosis.(f) Possible Compromises for Smaller

Countries.

1.2.2 Funding Policy

(a) Source of Funding.(b) Common Funding Problems.(c) Funding Objectives in Projects.(d) Revolving Funds.(e) Implications of Funding Decisions.

1.2.3 Book Requirement Policy Issues

(a) Pupil: Book Ratios.(b) Teachers Manuals (and Teachers Copies)(c) Replacement Rates and Book Life.(d) Subject Priorities.

1.2.4 Legal Issues.

(a) Copyright.(b) Contracts.

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1.3 Collect Essential Statistics 33

1.3.1 Pupil Information.

(a) Pupil Enrolment.('b) Growth Rates.(c) Future Projections.(d) Use of Information.

1.3.2 School Information.

(a) School Information.(b) Schools of Difficult Access.(c) Use of Information.

1.3.3 Accuracy of Information.

1.3.4 Speed of Information Delivery.

1.3.5 Demand v Supply Oriented Book Provision.

(a) Demand inspired book provision.(b) Supply inspired book provision.

1.4 Ap_raise the Existing Book Provision System 35

2. INSTITUTIONS AND MANAGEMENT CAPACITY 38

2.1 MOE Management Structure 38

(a) Geographic Management.(b) Level Management.(c) Subject Management.(d) Curriculum Management.(e) Inspectorate.(f) Procurement and Stores.C(g) Distribution and Transportation.(h) Accounts.

2.2 Related Institutions 38

(a) Ministry of Finance/Central Bank.(b) Ministry of Trade.(c) Political Party Officers.(d) Religious Agencies.(e) University Departments of Education.(f) Other Aid Agencies.(g) Parents.(h) Examination Systems and Boards.

2.3 Administrative Effectiveness of MOE 39

(a) Resources.(b) Staffing.tc) Organisation.(d) Management Systems.

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(e) Inspectorate and Supervision.

2.4 Curriculum and Svllabii

2.5 The School ,2

(a) Physical Condition and Facilities.(b) Furniture.(c) Basic Resources and Equipment.(d) School Management System.(e) Staff.(f) Contact with Inspectorate/District Office/EQ.

2.6 Textbook Project Management 43

3. BOOK DEVELOPMENT 45

3.1 Alternative Methods of Materials Development 45

3.1.1 origination from scratch.3.1.2 Adaptations of existing works.3.1.3 Special editions of existing work.3.1.4 Commerical purchase of existing text.

3.2 Alternative Sources of Materials 47

3.2.1 Commercial Publishers (local and foreign).3.2.2 State Publishing.3.2.3 Parastatals.3.2.4 Commercial Joint Ventures.3.2.5 Pros and Cons of Local Commercial, or joint

venture development.

3.3 Methods of Acquiring Publishing Skills 50

3.3.1 Professional Training and Attachments.3.3.2 Hiring Required Skills.3.3.3 Joint Venture and/or Parastatal Arrangements.3.3.4 Contracting Publisher Services.3.3.5 Contracting Finished Books.

3.4 Publishing Skills 52

3.4.1 Authorship.3.4.2 Editing.3.4.3 Design.3.4.4 Production.3.4.5 Production Management.3.4.6 Assessing Publishing Capacity.3.4.7 Publishing Management.

3.5 Criteria for Choosing Organisational Aporoach 57

3.6 Criteria for Assessment of Suitability of SchoolBooks 57

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4. BOOK PRODUCTION 57

4.1 The Printing/Publishing Relationship 57

4.2 Basic Production Decisions 53

4.2.1 Format.4.2.2 Extent.4.2.3 Binding styles.4.2.4 Paper Weight.4.2.5 Cost/Durability Implications.4.2.6 Use of Colour.

4.3 Origination Processes 61

4.4 First Costs 62

4.5 Manufacturing Processes 62

4.6 Criteria for Selecting Manufacturing and Origin-ating SuPpliers 63

4.6.1 Quality.4.6.2 Capacity.4.6.3 Reliability.4.6.4 Cost.

4.7 Raw Materials 63

4.8 Costing 64

5. DISTRIBUTION AND STORAGE 64

5.1 Book Selection Possibilities 64

5.1.1 Prescription.5.1.2 Recommendation.5.1.3 Free Choice.5.1.4 Ministry Issue.

5.2 Implications of Parent Purchase 65

5.3 Implications of Ministry Controlled Distribution 66

5.4 Elements of MOE Distribution System 67

5.4.1 Warehousing.5.4.2 Transportation.5.4.3 Control Systems.5.4.4 School Storage.

5.5 Supply v. Demand stimulated Distribution System 71

, 5.6 Distribution via Commercial Outlets 71

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5.6.1 Methods of Involving Private Sector inMOE book distribution.

5.6.2 Pros and Cons of Commercial Involvementin MOE Distribution.

6. BOOK USE 72

6.1 Training 72

(a) Inspectorate and Supervisors.(b) Classroom Teachers.(c) Teachers in Training.

6.2 Classroom Management 74

6.3 Supervision and Inscection 75

6.4 Editorial, Pedagogic and Curriculum Feedback (forevaluation and revision) 75

7. MISCELLANEOUS 76

7.1 Procurement Tendering and Evaluation 76

7.2 Other School Supplies 78

7.3 Library Provision 78

SECTION C: EXAMPLES 79

Example One Specimen Selection Criteria for Books. 80

Example Two Sample School Visit Records. 82

Example Three Basic Primary School Management System. 84

Example Four Comparative Per Page Cost of One Colour,Two Colour and Four Colour Origination(at 1982 Costs) 85

Example Five Comparison of New Book and AdaptationCosts. 86

Example Six Production Specification. 87

Example Seven Request for Estimate Proforma. 88

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Example Eight School Textbook Request forEstimate and Quotation. 89

*Example Nine Specimen Tender Documents. 9(

Example ten Specimen Evaluation Schedules. 112

Example -leven Sample Pupils 3ook Print RunCalculation. 121

Example Twelve Sample Teachers Book Print RunCalculation. 132

Example Thirteen Steps in Designing a Field Testing Systemfor Textbooks. 134

Example Fourteen Specimen Evaluation Component for aTextbook Project. 14I

SECTION D: THE GLOSSARY 160

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I N T R O D U C T I O N

HOW TO USE THESE GUIDELINES

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INTRODUCTION: HOW TO USE THE GUIDELINES

These guidelines are not intended to be an exhaustive study ofthe principles and practice of textbook development.They havebeen developed first and foremost as a checklist of the numerousissues that crop up in designing and preparing textbook Projects.Anyone wanting a comprehensive description of raw materials andproduction processes will need to consult a specialist text.These guidelines do however provide a checklist whichdemonstrates how production decisions relate to a wide variety ofother project decisions and provide the key alternatives in thedecision making process. Similarly editorial and design practiceis treated relatively sparsely since the intention is not todemonstrate the methodology and practice of editing and designingbut to concentrate on what a project officer should look for inassessing whether or not adequate editorial and design capacityexist.

There are two other areas which are omitted - quite deliberately- from this guide. The are first topic is book content. Theguidelines assume throughout that project design should takeplace in such a way that weaknesses will be identified and thatan adequate editorial and pedagogic input should be brought tobear to enable most of the content issues to be solved. Thus thesuitability of a book for a particular purpose implies skilledand high level publishing and educational input. It is thus theresponsibility of the project designer and the Ministry ofEducation to make certain that these skills are available.

The second area left untouched is implementation. Implementationissues are certainly alluded to consistently in every section ofthe guidelines but apart from a statement of principles underProject Management it is not treated as an activity in itself.This is largely because all current experience indicates thatimplementation is sufficiently complex that it requires separatetreatment.

The guide is divided into four sections:-

Section A consists of the major questions that project designersand Ministries of Education are likely to ask when confrontingthe problem of textbook provision. The questions are treated byproviding a list of key criteria and the information required toprovide answers in the context of a specific country or project.Each question also contains a list of references to othersections of the text where more detailed and explanatorytreatment is available.

Section B provides detailed checklists for every key activitylikely to be involved in a textbook project. Wherever possiblethese checklists are illustrated by explanatory notes and astatement of basic principles. it is suggested that at sometimeall non-specialists involved in textbook project design andpreparation should work through this section so that theinter-relationships between one set of decisions and another canbecome familiar and apparent. This section also illustrates thegreat complexity of textbook projects.

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Section C is a set of specimen documents/calculations whichillustrate some of the references in Section 3.

Section D is a glossary of professional cerms which are ei-h:erused in the text or which non-specialist oroject officers orministry of Education officials mighc reasonaoly expect _o comeacross in discussions of various aspects of textbook orojectdesign.

These guidelines have been developed out of the experience ofworking over the last six years in almost thirty projects in manydifferent parts of the world. In addition to direct projectexperience the author has also had the benefit of the thoughtsand comments of numerous other project officers, ministryofficials and consultants who have been kind enough to sharetheir own experiences of textbook project work.

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S E C T I O N A

LMAJOR ISSUES

A CHECKLIST FOR DECISION TAKING

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A.1 SHOULD THERE BE'A BOOK PROJECT?

Criteria

A textbook project may be indicated if:-

(1) Books are in short supply.

(2) Books are too expensive (for parents or Ministry).

(3) Books are unsuitable in content or design.

(4) There is a MOE requirement for local book development.

(5) Books are of inferior production standard.

Information Required

See Section 1.4 Pre Project Book Provision System Aopraisal.

Analysis

Identify cause of short supply.

e.g. Lack of money.Lack of foreign exchange.Poor Distribution.Poor ordering procedures.

Identify reason for high book cost.

e.g Poor procurement procedures.Over ambitious content/design specifications.Over ambitious production specification.High cost raw materials or manufacturing.High commercial margins on publishing/distribution.

Specify reasons for unsuitability o-f text. -

e.g. Lack of local book development capacity.Poor book selection (are there better alternatives).Poor curriculum.Pedagogically unrelated to teacher/pupil ability/schoolresources.Poor Design/lay out.Unsatifactory authorship/editing.Content unrelated to curriculum.

A.2 WHAT FINANCIAL ARRANGEMENTS ARE REQUIRED TO ENSURE CONTINUINGBOOK PROVISION AS A RESULT OF THE PROJECT?

NB: See Section B.1.2.2 - Funding Policy for backgroundinformation.

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Criteria

Either:

(1) MOE should have an assured budgetary income sufficientto guarantee free texrbook distribution (in which casethe project can concentrate on institution building andequipment etc.) at levels of supply which arerealistically sustainable.

Or:

(2) The project should be organised to achieve financialpay back sufficient to create a sustainable revolvingund within two/three projects. (NB: a minimum of two

projects would normally be required to achieve thisfinancial goal plus an operable textbook operation.)


(1) Past government education revenue and expenditureaccounts.

(2) Current budgetary estimates and performance.

(3) Estimated cost of book provision and its % to othereducation costs e.g. salaries, building and maintenance.

(4) Research on level of costs/fees/retail pricesaffordable in the country.

(5) Pricing formula sufficient to cover all bookprocurement/production costs and operational costs (butnot necessarily plant and origination costs which couldbe offset by aid inputs without being a recurrent coston education budgets).

A.3 HOW SHOULD BOOK REQUIREMENTS BE ESTIMATED?

NB: See Section B.1.2.3 - Book Requirement Policy Issuesand Section B.1.3 - Statistical Information

Criteria

Decisions on requirements depend on:

(1) The size of the target pupil population

(2) The size of other identified target groups

(3) Targetted coverage of the pupil population (i.e.estimated sales figures/market penetration for parentpurchase schemes or agreed pupil:book ratio for MOEdistribution schemes).

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(4) Book life expectation.

(5) Agreed contingency to cover replacemen: Eor loss ordamage.

7nformation Recuired

(1) Target population at primary level requires informat.onon:-

- pupil enrolment by grade (and geographical divisionif only partial coverage is to be attempted).

- estimated growth rates in pupil enrolments.- a working assumption on accuracy of figures provided.

(2) Target population at secondary level requires:-

- pupil enrolment by grade and by subject.- estimated growth rates.

NB: Secondary statistics are usually more reliablethan primary statistics

(3) Target ancilliary groups include:-

- inspectorate, teachers in training, regional anddistrict staff, private education (includingreligious foundation schools) central MOE staff.

(4) Sales estimates require:-

- retail price estimate of book.- income levels of parents.- proportion of target population covered by sales.- Outlets/distribution points in relation to targetpopulation.

- assessment of effectiveness of project publicity.

(5) Pupil: book ratios require:-

- MOE decision (see 1.2.3 a) Pupil:Book Ratio).

(6) Assumptions of realistic book life require:-

- information/decisions on production specifications.- assessment of physical conditions of use and storage.- estimated replacement rates to cover theft, loss anddamage. (NB replacement stock can either be suppliedwith original stocks for school storage and decisionor held centrally for replenishment on demand orsupplied annually in proportion to original suppliesirrespective of demand.

NB: See Examples Eleven and Twelve for specimen print runcalculations.

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A.4 SHOULD BOOKS BE IMPORTED OR PUBLISHED LOCALLY?

Publishing in the context of these guidelines is the processof writing, designing, and editing textbooks and managingthe process of production and distribution withinore-determined oarameters of cost, production specjf4cat4onand time. Printing is merely one manufacturing processwithin this activity.

N4B: (1) Local publishing does not necessarily imply localmanufacturing.

(2) Publishing skills should always be reviewed asexnerienced editors, authors, designers etc.

(3) Timetables leading to the achievement of localpublishing capacity are consistentlyunderestimated. Take this into account and berealistic in timetabling and modest in projectexpectations.

NB: See'Sections B.3.1 - Alternative Methods of MaterialProvision B.3.2 - Alternative Sources ot Materials,and Section B.3.3 - Methods of Acquiring PublisningSkills for background.

Criteria

Decisions on imported v locally published material dependon:-

(1) The availability of suitable, locally publishedmaterials ('available' in this context means 'within'the timescale parameters of the project).

(2) Local capacity to publish materials of the requiredstandard within the project timescale if not alreadyavailable (NB: A project could be conceived to achievethis position within two/three project periods).

(3) The existing availability of suitable importedmaterials.

(4) Adaptation/joint venture potential (for skill injectioninto local institutions).

(5) Cost implications of any proposed line of development -

bearing in mind country's long term ability to sustaincosts of provision after project completion.

(6) Political imperatives.

(7) Economic factors (e.g. foreign exchange availability orsavings).


(1) Lists of existing suitable materials annotated fororigin (local/foreign) and cost.

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(2) Lists of materials with potential for adaptation.

(3) Realistic assessment of existing local publishingcapacity (number of local companies, size, type oflist, previous experience with text book work), localpublishing skills (authorship, editorial, design)production management (costing, financial etc.) andpublishing management. (See Section 3.3.4.6. AssessingPublishing Capacity.)

(3) Cost comparisons and conclusions (including any foreignexchange savings etc.).

A.5 SHOULD LOCAL PUBLISHING BE STATE (INCLUDING PARASTATAL) ORCOMMERCIAL (INCLUDING COMMERCIAL JOINT VENTURES)?

NB: Sections 3.3.2 and B.3.3 provide background information.

Criteria

Decisions on the relative merits of state v commercialpublishing depend on:-

(1) Existing publishing experience and capacity of stateand commercial sectors.

(2) Market size. (i.e. capacity of market to supportcompetitive commercial publishing either in a freechoice environment or via cyclical tender arrangementsfor prescribed courses).(See Section 3.2.1.)

(3) Cost implications of any proposed project - bearing inmind country's long term ability to sustain costs ofprovision after project completion (and NB: hiddencosts of state publishing).

(4) The impact on future local book development of a state,.school-publishing monopoly.

(5) Political imperatives (e.g. the position of the privatesector in a socialist state - pre existence of statePublishing institutions.)

(6) Economic factors. (e.g. job creation/maintenance,foreign exchange savings, export/exploitationpossibilities of material to be developed.)

A.6 SHOULD TEXTBOOKS BE FULLY ORIGINATED, ADAPTED OR REPRINTED?

NB: See Section B.3.1 - Alternative Methods of MaterialsProvision for definition of terms, explanation ofimplications and notional cost comparisons.

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Criteria

Decisions on method of provision to be recommended dependon:-

(1) Size of target pupil population (the longer the orintrun the more origination cost can be spread to recucecosts).

(2) Level of per capita finance allocatable to booksupplies (richer countries can afford higher cost booksand can thus carry full origination costs on lowerprint runs).

(3) Local publishing capacity - which determines level ofskill applicable (or willingness of government toacquire high level publishing skills if not immediatelyavailable. (See Section 3.3 Methods of AccuiringPublishing Skills.)

(4) Suitability of existing texts for adaptation orreprinting (NB: Science and maths will obviously'transfer' better than Social Studies, Civics, localGeography and history etc.).

(5) Willingness of copyright holders to negotiateadaptation or reprint rights (NB: Copyright Issues. SeeSection B.1.2.4 - Legal Issues)

(6) Cost benefits of different approaches.


(1) Lists of suitable existing texts forpurchase/reprinting or adaptation.

(2) Attitudes -of copyright holders of existing texts tolicensing proposals.

(3) Assessment of local publishing capacity - and ifdeficient - attitudes of government to techniques ofskill acquisition.

(4) Market profile - maximum cost substainable by system oraffordable by parents.

(5) Estimated print runs.

(6) Required production specifications.

(7) Using 5 and 6 above, cost comparisons betweenorigination, adaptation and reprint/purchase. SeeExample Five in Section C.

(8) Local copyright situation.

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A.7 IS LOCAL MANUFACTURING A POSSIBILITY?

NB: See Section 3.4 - Book ?roduction for a guide toprocesses Lnvolved in book manufacture and a no-e onthe major issues involved in selecting ma.eria_s,processes and manufacturers and the necessary _:Ioseconnection between facilities available and book desiqn.

Criteria

The following criteria apply to most of the major processesinvolved in book manufacturing.

(1) Local Manufacturing Capacity. (Are the machines capableof handling the quantities required, at the timesrequired?)

(2) Local Manufacturing Quality. (Can local manufacturersproduce to acceptable quality standards as required bythe agreed book design?)

(3) Local Manufacturing Reliability (Will the books beproduced on time, in required quantities, up to qualitystandards? Are spare parts, machines maintenance,electricity supply, raw materials likely to be aproblem?)

(4) Cost Competitiveness. (Is the local printer cheapenough? Poor maintenance, less than optimum runningspeeds, single shift operation, over staffing, highlevels of paper wastage, pilferage, high level ofrejected work are usually overwhelmingly moresignificant than low labour costs and will adverselyaffect cost levels. High prices on raw materialspurchase caused by low purchasing levels or unreliablepayment record is also significant.)

(5) Political Considerations. (e.g. local job creation).

(6) Financial Considerations (e.g. foreign exchange savingsfrom removing value added elements of imports).

NB: (1) It is possible and even common to achieve foreignexchange savings, while increasing productioncosts e.g. In Jamaica in 1982, a confidentialstudy developed by a Government Task Force onPrinting and Publishing established that a shiftto local printing would save approximately $500,000 in foreign exchange but would probablylead to cost increases of around 25%.

(2) Local manufacturing capacity may be unsuitable forlong run, four colour textbooks but suitable forshort run, one colour teachers books. Similarlysome origination may be placed overseas andprinting and binding undertaken locally (or viceversa). This division of the production process isvery common both in developed and developingcountry book production.

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(1) Professional analysis of local manufacturingperformance and capacity. NB: non specialist conclusioncan be very dangerous in this area.

(2) Detailed (and reliable) cost comparisons on actualspecifications between overseas and local manufac:urers.

(3) An estimate of foreign exchange savings possible onlocal manufacturing.

(4) Employment impact assessments of placing work locallyand overseas.

A.8 HOW ARE APPROPRIATE PRODUCTION SPECIFICATIONS CHOSEN?

NB: See Section B.4 - Book Production and Section B.5.4.4school Storage and Section B.5.2 - Imolications ofParent Purchase and B.5.3 - Imolications of MinistryControlled Distribution

Criteria

Decisions on production specifications depend on:-

(1) Amount of money available for book purchase (either byparents or MOE) ie Sow much can be afforded.

(2) MOE decisions on target book life (this is lessappropriate for parent purchase systems). NB: Choice ofvery low grade paper could materially affect productionSpecifications since four colour work would often bewasted on low grade papers.

(3) Supply systems (e.g. Parent purchase implies booksbeing carried to and from school every day and thusharder wear where better production standards arecalled for. Loan systems imply school storage and lesstravelling but lower standards of pupil care etc.)

(4) Environmental conditions (e.g. dust, humidity, insectlife need to be designed for).

(5) Curriculum and pedagogic decisions (e.g. lay out andpage design may dictate production specifications whichare inimicable to long book life. Alternatively verycompact designs for cheapness and maximum durabilitymay restrict pedagogical features.

(6) Availability of full range of raw materials andmanufacturing process. (e.g. insistence on particularproduction locations can mean the use of less

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suitable materials and processes which adversely affectbook design or cost.)

Summarv

Production specifications are a trade off between:

(1) Highest quality materials and processes against 'lowes'possible cost.

(But NB: High quality materials and processesfrequently mean longer book life andtherefore possibly lower cost in use. Thisshould be a key factor in project evaluation.)

(2) Highest quality design for pedagogic reasons againstcompact design for book life factors.

A.9 WHAT TYPE OF TEXTBOOK SELECTION METHOD IS APPROPRIATE?

NB: See Section 5.1 - Book Selection Possibilities

The following broad categories exist

(a) Complete free choice (usually by headteacher's atprimary level, subject teachers at secondary level).

(b) Selection from a recommended list of approved titles.

(c) Compulsory use of a prescribed text or text issued byMOE.

Criteria

(1) Size of market - large markets can supportcompeting courses andstill maintain low pricesand good standards. Freechoice in small marketsdivides print runs andremoves economies of bulksupply.

(2) Level of content/productionprice required by MOE - free choice implies no

MOE guidelines ocspecifications (notcommon at primary level)MOE prescription or issueis the tightest possiblecontrol. A recommendedlist enables some choicewithin definedspecifications.

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(3) Perceived value ofcompetition - free choice, or even

recommended lists,provides somecompetition, enables newbooks to be developed andshould lead to higherstandards. Prescriptionprevents competition,creates monopolies andcould lead toperpetuation of poorcourses through inertia.A prescription which isregularly reconsideredvia submissions ortenders can provide someof the benefits ofcompetition along withbulk procurementeconomies - particularlyin smaller countries.

(4) Efficiency of commercialdistribution coverage - free choice,

recommendation andprescriptions imply (butdo not demand) commercialdistribution with eitherparent purchase orpurchase by school. Ifcommercial distributionnetwork is inadequatethese options can lead toinequity in supply andthe need for MOEintervention -particularly at primarylevel.


(1) Size of target pupil population./ 1 and 2 combined canprovide estimate of

(2) MOE book funding or parental market sizepurchasing power. --

(3) MOE policy on book selection.

(4) Assessment of commercial distribution network.

(5) Cost of MOE distribution involvement.

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A.10 HOW SHOULD DISTRIBUTION BE ARRANGED TO GET BOOKS TO TARGEPUPILS COST EFFECTIVELY AND RELIABLY ON TIME?

NB: See Section 3.5 - Distribution and Storaae for factorsaffecting choice of system, alternative distributionchannels, constituent elements of distribution andbasic principles.

External Factors Affecting Choice of System

(1) Book Choice Available - single prescription, multioleprescription, recommendation, free choice.

(2) Financing of Book Provision - Parental purchase, loanfee, school fee, free distribution.

(3) Type of System Available - Ministry runs system;Ministry supply via commercial networks (bookshops,supermarkets): Kinistry supply via other networks(religious agencies): commercial distribution.

Criteria

The choice of a Distribution and Storage System is affectedby:

(1) Required coverage of Target Population - e.g. urbanand/or rural supply, areas of difficult (or seasonallydifficult) access. (Cost benefit analysis ofdistribution to marginal areas should always beconsidered.)

(2) On Time Availability - (There can be good reasons forvarying target dates e.g. climate, warehouse capacityetc., but on time availability depends on reliablestock delivery, transportation choices carefullyrelated to the country to be covered, good warehousepractice and operational effectiveness.)

(3) Security - covers weather and handling damage (securestorage and packing), loss and pilferage.

(4) Accountability - effective systems and supervision.

(5) Optimum cost requirements - high distribution costs incommercial sector mean high mark-ups; in public sectorthey create pressure on operational budget. (NB:Distribution is only one element in price calculationand cannot thus be held solely accountable for highcost to pupil.)

(6) Equity - Book cost to pupil should ideally be similareverywhere in the country, even if this means loadingcosts (accountably) elsewhere.

(7) Capacity - to cope with current throughput andforeseeable future growth in the system.

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(8) Impact of a MOE organised system on health of localcommercial book trade.

Information Recuired

(1) Pupil enrolment figures - current and projected.

(2) School numbers and locations.

(3) Transportation Networks - road, rail and river (air isusually too expensive but may be considered inParticularly difficult locations)).

(4) Areas of difficult access or seasonal difficulty.

(5) Commercial transportation coverage, cost andseasonality (some trucking companies will not allowVehicles in difficult areas in rainy season).

(6) Assessment of alter-native methods by coverage,facilities, costs, reliability and accountability e.g.commercial resale chain, supermarkets, government pettYtrader book agencies, MOE Regional/District EducationOffices, religious agencies etc. (NB: it is quitePossible to develop a mixed system using a variety ofoutlets to achieve country coverage. This requires highlevel management, good systems and good supervision.)

(7) Assessment of existiag Ministry control/accountingsystems.

(8) Speed of information Delivery (See Section 1.3.4.)

(9) Book Life Assumptions.

(10) Ministry Policy on Replacement copies and replacementrates.

(11) Ministry Policy on book choice and book financingpolicy.

Decisions Required

(1) Type of system (see Section 5.6.) or mix of system.

(2) Purchase, Fee or Free Distribution (see Section 1.2.2.).

(3) Level of Choice allowed (see Section 5.1.) NB: willprobably vary between secondary and primary.

(4) Warehousing/Store locations plus necessaryconstruction/upgrading.

(5) Transportation Policy (Ministry Transport v CommercialHire) and operational cost allowances (See Section 5.7.)

(6) Operational Systems.

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(7) Supervising/auditing mechanisms.

(8) Book Life/Replacement Policy,Book:Pupil Ratios (seeSection 1.2.3.).

(9) Supply v. Demand led system.

(10) System Capacity.

(11) Delivery deadlines and timetable.

A.ll WHAT STORAGE FACILITIES ARE REQUIRED?

NB: See Section B.5 - Distribution and Storage forbackground information.

Storage facilities fall into three categories. These are:-

(a) Central warehousing.

(b) Regional or District storage (either MOE or CommercialBook Agencies supplied by MOE).

(c) Individual School Storage.

Criteria Affecting Central Warehousing Facility

(1) Type of Book Provision System - commercial systemwithout MOE involvement removes need for MOE bookwarehousing.

(2) Size - i.e. total periodic system requirement formaterials (including books and related materials suchas pens, chalk etc.)

(3) Other supplies required for system.

(4) Procurement Cycle - i.e. annual, bi-annual etc. (e.g.three year print runs require greatly enhanced localstorage capacity either centrally or spread through thesystem.

(5) Interior Lay-Out and Design - i.e. space and facilitiesto handle and break down bulked-up inward shipments,and to make up consolidated outward movements and tostore in bulk or on shelf as appropriate.

(6) Equipment - this to be related not only to needs butalso to operational conditions e.g. High bulk stackingneeding fork lift truck facilities are potentiallyinappropriate if there are no fork lift truckmaintenance facilities and gasoline is very uncertain.Under these circumstances block and tackle facilitiesare cheaper and more reliable or bulk stacking shouldbe low level.

(7) Location - should be close to incoming/outgoingtransportation facilities with space for heavY

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vehicle manoevre, and convenient for regular inspectionand supervision.

(8) Security - against pilferage, climate and insects.

(9) Systems.

Criteria Affecting Recional/District School Storace

(1) Type of Book Provision System - Parent purchase greatlyreduces need for school level storage (i.e. forpencils, pens, chalk etc.).

(2) Book:Pupil ratio in MOEdistribution - 1:1 ratios allow (but do not

demand) district levelstorage in vacation andpupil maintenance duringterm thus removing need forschool level storage butrequiring reliableschool/district transport.

= book:pupil ratio lower than1:1 (i.e. where pupils haveto share books) or pooravailability of trEans-portation usually indicateschool level storage.

(3) Difficult access schools - require above averagestorage facilities.

All criteria affecting central warehousing apply toregional/district stores with the addition of:

(4) Proximity to schools - particularly important inareas where teachercollection of materials isinvolved or transportationavailable to district storeis uncertain

Criteria for Selection of MOE Supplied Commercial BookAgencies

(1) Security - Watchmen, good doors, barredwindows, concrete floors,ceiling bars or secure roof.(NB: existence of othervaluable stock is goodindicator of security.)

(2) Weatherproofing - Check roof for leaks andwalls and floor for signs ofdamp.

- 18 -

(3) Insects, vermin,Fungus - Check for termites, signs of

rodent presence, damp.

(4) Market coverage - specify conservativelyvillages, region served byagency.

(3) Creditworthiness - Check other suppliers .orpast payment record, methodsand conditions of supply(COD, consignment, opencredit etc. etc.) NB: Cashcollection in isolated ruralareas can be very difficult.Proceed cautiously.

A.12 WHAT KIND OF MANAGEMENT IS REQUIRED TO RUJN A TEXTBOOKPROJECT?

NB: See Section 3.2 - Institutions and Management Capacity,Section B.l.4 - Pre Project Book Provision SystemAppraisal, Section 5.3.4.5 - Production Management,B.3.4.6 Publishing Management; Section B.5.4.J Control SYstems and Section B.6 - Book Use.

Criteria

Good project management must have:-

(1) Carefully selected staff at the correct level ofseniority and with the correct experience andqualifications. Poorly selected staff is a major causeof textbook project failure.

(2) Properly designed and accepted Terms of References forall staff members.

(3) Sufficient relevant pre-project training for projectstaff.

(4) Access to all necessary technical advice and skills -either in the project unit or via technical assistancearrangements - for the duration of the project.

(5) Efficient and well designed management system to planforward and to monitor progress and evaluate and solveproblems.

(6) Suitable premises, equipment and transport.

(7) Access to necessary finance without undue hindrance butwith proper accountability.

(8) Established communications and co-operation with allinvolved institutions and departments.

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(9) Clearly defined, fast channels to all necessarydecisions and authority to act on all essentialaccepted operational issues.

(10) Precise and detailed knowledge of project objectives,sequence and timetable by project team and by relevantparties to the project.

(11) Policy acceptance. i..e. the aims, objectives andimplementation strategy of a textbook project must beagreed before the project commencement. Too manyprojects have suffered because key policy issues havenot been properly discussed and agreed in advance andhave become controversial issues during implementation.


In establishing management structure the following questionsneed to be answered:-

(1) What is the extent of direct Ministry involvement (e.g.Ministry authors, editors, printshops/warehouse etc.)as opposed to Ministry procurement and supervision offinished products or services?

(2) What existing MOE (or other government) departments/orfunctions are likely to be involved in the variousProject elements? Do they require strengthening andupgrading?

(3) What skills or experience are missing that requiretechnical assistance, training or periodic scrutiny(specify in detail)?

(4) What physical resources are required (e.g. equipment,transport, premises, school lockers etc. etc.)?

(5) Is there an existing MOE department capable of runningthe project or should an institution (Task Force, TextBook Unit etc.) be created? (See Section 2.6 TextbookProject Management.)

(6) If an institution is created does it have the mandate,and the cooperation from other units to operate?

(7) Is the project understood in detail and accepted by allpersonnel and departments involved?

(8) Have operational systems been specified or provided for?

(9) is financial management adequate?

(10) Is there agreement on all critical policy issues oriorto implementation?

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S E C T I O N R

BACKGROUND NOTES

1. ESSENTIAL PREPARATION FOR PROJECT DESIGN

1.1 Consider Relevant Environmental Factors

(a) Rainy Seasons - affect distribution schedules,choice of transportation, storage requirementsand even, on occasion, the timetable of theschool year (a severe rainy season immediatelyprior to school opening (e.g. Sierra Leone) isproblematic when books have to be moved upcountry to rural areas in preparation for schoolopening).

(b) Humidity,-Dust, Proximity to Salt Water etc. -affect the operation of modern printing equipment- frequently requiring air conditioning. Thisadds to operating costs and (wherefuel/electricity supplies are unreliable) causesbreakdowns which entail maintenance and can delaydeliveries of books. Books storage at central,district and school level should be designed withdust problems in mind (Burkina, Niger) and withhumidity, which can cause fungal damage withoutadequate ventilation, and damp which is a majorcause of book destruction.

Where books are likely to be carried to school bypupils in rainy or damp conditions productionstandards should be higher. Unstitched coverswill pull off, low gsm paper will disintegrateand unvarnished/unlaminated covers will allowwater into the book block.

Humidity can also affect binding glue, coverboard (warping) and lamination (lifting).

(c) Insects - frequently enjoy paper and arepositively attracted to some glue. Correct choiceand treatment of raw materials and choice ofdesign features and manufacturing processes arethus potentially very important. Termites are amajor problem in some areas (e.g. Ghana) andalthough there are chemical treatments availablethe best solution is frequent cleaning and movingof book stock (i.e. good warehouse management) -

particularly where large standing stocks aremaintained for long periods.

(d) Topograchical Features (river crossings, islands,mountains) and transportation networks are vitalin dictating warehouse and store-house location,and the nature of a distribution system. Thesupervisory caoacity of the local inspectorateand thus its ability to manage and monitor adistribution system is affected by theenvironmental conditions it operates in e.g.Indonesia's special problems of inspection causedby the large number of islands and high

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level of difficult access.). This may seem self evidentbut is often ignored.

1.2 Establish Clear Acreement on Policy Issues

1.2.1 Language of Publication

Decisions on language of inscruction will bedetermined by:-

(a) Political/Cultural Criteria - these aregovernmental/internal issues and are notnecessarily a direct concern of a textbookproject. Nevertheless clear governmentpreferences must be recognised, discussedand agreed at the earliest possible stage.

(b) Pedagogic Criteria - learning will be mosteffective in a mother tongue. Other thingsbeing equal (e.g. number of literates andtrained teachers in each language group)textbooks will work better in the firstlanguage context and this will tend tomilitate toward a multilingual approach totextbook production in multilingualcountries.

NB: In a multilingual situation theprobable need to switch from mothertongue to a more widely acceptedlanguage of instruction at some pointin the education system and thepedagogic, financial andorganisational problems associatedwith this should be noted.

(c) Economic Criteria - except whereindividual language groups are largeenough to economically carry originationcosts single language production ischeaper than multilingual production.

The reasons are:

ti) Multilingual approach reducesprint runs and thus increases unitcosts.

(ii) Each language edition has to beindividually typeset, and requiresadditional film and plate chargesNB: this is less significant forhighly illustrated books (e.g. atlower primary level) because oneset of illustrations couldnormally serve for all languagevariants and at lower primary theproportion of text to illustrationis usually low. (NB: With widely

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different cul-ural backcroundse.g. Ilmc/:rsin

across -o di-ren: -iz mav .eec secara:e - r:crK ncould inc:ease _s-s s;-

(iii) Authorship cos:s are direc:>iyincreased in oroportion ;o :nenumber of language editions usedeither by unique languageauthorship or by translation costs.

(iv) Machine make-ready costs will beincreased proportionately witheach language edition.

(v) With many (several) small printruns optimum running speeds maynot be achievable.

(vi) Economies of long runmanufacturing technology willoften be lost.

(vii) There will be a proportionateincrease in editorial costs withthe number of editions and therecould be overmatter problems (seeGlossary) since differentlanguages will not necessarilytranslate into the same page spaceas the original language withoutspecialised editorial work.

(viii) Stock systems, warehouserequirements, distributionrequirements are more complex andthus more expensive. (They usuallyrequire better trained and moreeducated staff.)

(d) Technical Criteria

(i) Difficulty in finding suitablyqualified translators (or authors)in local dialects/languages.

(ii) Problems of editorial qualitycontrol and schedule keeping.

(iii) Limitation on type faces wheredistinctive orthographies exist.

(e) Prognosis - While mother tongue editionsare usually indicated on pedagogic groundsthey can creace (if there are severaldifferent editions involved) economic,

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technical and management problems whichare particularly severe in smallpopulation, low income, heterogenouscountries with underdeveloped educationaland publishing infrastructures (e.g.Guinea) NB: problems described above arenot necessarily inhibiting when languagegroup(s) are large (e.g. India, Nigeria).

(f) Possible Compromises for Small Countries

(i) Mother tongue editions in lowerprimary grades only. (But NB needto switch to common language ofinstruction and implications.)

(ii) Reduction in design, productionstandards to cut costs.

(iii) Acceptance of higher cost books asprice of mother tongue languagepolicy.

1.2.2 Funding Policy

(a) Sources of Funding

Funding for book provision comes from:

(i) Ministry of Education operationalbudgets (i.e. free bookdistribution)

(ii) Parents/pupils:

by direct purchase fromMinistry of Education.

by direct purchase fromcommercial outlets (whether ornot books are MOE orcommercial).

by loan fees for booksprovided on loan by MOE.

as an element (frequently notidentified) in school fees forbooks provided by MOE.

(iii) Mixed funding: This is bothpossible and common e.g. whereparents purchase books from MOE atsubsidised prices; where loan feepaid by parents is insufficient topay for the books provided even ifcost is spread over several years;where elementary school books areprovided free and secondary level

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books are parent purchased; etc.etc.

(o) Common Fundina ?roblems

(-i) Ministry funding (or subsidy) f:.-.mbudgetar.y provision can beunreliable with levels of cooksupply (or book prices) varyingwidely from year to year.

(ii) Ministry funding can be toolimited to supply whole system - atoken number of books may besupplied to each school; suppliesmay be limited to particularlocations, or purchases/subsidiescan be limited by grade or bysubject.

(iii) Ministry funding can beconcentrated on book purchase/subsidy and thus distribution/storage/management/supervision/transportation is neglected.Result is that books are availablebut not distributed (e.g. SierraLeone in the midst of an acutetextbook shortage had quantitiesof books deteriorating instorehouses for want of aneffective distribution mechanism)or are not evenly distributed.

(iv) Book costs can be relatively toohigh - either to allow Ministry toprovide adequate quantities or toenable parents to purchase.Reasons for high costs are:

- a too sophisticatedcontent/design specification

- a too ambitious productionspecification i.e. too manypages, too much colour, overhigh paper quality, casebindings etc. NB: Distinguishbetween physical and designspecifications.

- too much choice allowed, thusremoving bulk purchase/longprint run economies

- poor production management(usually but not necessarilyassociated with locallypublished/manufactured

-26-

titles - particularly wherechoice is restricted by using agovernment or parastataLmanufacturing operation).

- poor procurement manacement ofcommercially produced titles.

- high commercial margins.

(v) Shortage of foreign exchangeeither to import books or toimport raw materials for books(e.g. paper, cover board, film,ink, machine spare parts).Frequently parents who wish to buybooks and who have the money topay cannot get the books requiredbecause foreign exchange shortagesprevent book or raw materialssupply.

(vi) No MOE provision made for regularbook funding even where income isachieved from book sales, loancharges or school fees. Incomegenerated is frequently used forother purposes. NB: Textbookprojects in the Latin Americaregion have been designed toinclude legislative provision forminimum levels of books andmaterials funding.

(c) Funding Objectives in Projects

Any book project should have basic fundingobjectives as follows:

(i) To keep prices down as far aspossible consistent withpre-determined standards ofeditorial/production quality. Thisis as vital for Ministries providing'free' books as for books providedfor parent purchase eithercommercially or from MOE. This canbe achieved for commerciallyproduced books (see Example One) byrecommendations/prescriptions basedon appropriate selection criteria(of which price should be asignificant feature) and in Ministryschemes bv sensible specificationsand professional procurement/production management.

(ii) To move toward continuity ofprovision. If Ministry financial

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provision for zexzooKs iLs ore'i o-edto be Unreliable, :on:inu zanonly oe achieved cy some .z: specificallv idenr:_ffied andprocected revolvinc f-nd.

(iii) tMost textbook -roJects in 7jC'srequire some form of importation,either via finished books, rawmaterials or film. Projects cannotwork unless specific provision ismade for this requirement byproject and/or government, in theform of foreign exchangeallocations. Post projectcontinuation recuires long termrecognition of this requirement.

NB ON PRICING

In Liberia an IDA project reduced textbookprices by appcoximately 50 per cent - buteven so prices were still beyond the reachof the majority of parents.

Prices must be calculated in terms ofprice per pupil per year for all booksrequired in a grade, not as prices perbook. (E.g. a parent may be able to affordUS $5.00 for all grade books but not sixbooks at US $5.00 each. Average cost perpupil per year to provide 5 textbooks inSierra Leone is currently (1985)approximately US $0.75.)

Market research on acceptable prices/fees- particularly in rural and poor urbanareas - is an absolute pre-requisite forthe identification of productionspecifications, all funding policyformulation, any revolving fund ooerationand all 'parent purchase' type projects.

(d) Revolving Funds

(i) A revolving fund is a system wherebyincome generated from MOE book provisionplans (sales income/loan charges/proportionof school fees) is held in a disc.eet bankaccount (accruing interest) and is used tofund future book requirements and cannotbe used for any other purpose.

(ii) The income should be sufficient to coverpurchase/production costs (and freight),procurement, distribution, accoun-ing,supervision and management costs, and

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should take account of depreciation/inflation and likely replacement costs.Thus retail prices/fees/loan charges canonly be fixed once realistic estimates ofcosts have been made.

(iii) If fund does not provide for these itemsin its pricing/drawback policy, either thefund will deteriorate or procurement,distribution/management systems will breakdown for lack of funding.

NB: Loan charges or school fees can becalculated to recoup costs over a 2/3/4 yearperiod depending on book life estimates andreplacement policy. These in turn arerelated directly to productionspecifications and distribution/storagefacilities and systems. Cost of books soldto parents must be recouped in full sincethe MOE cannot reissue/resell them in thefollowing year. Book sales do however createsecond hand book markets which reduce coststo parents. The effectiveness of second handsupply appears to vary considerably fromcountry to country and even regionallywithin countries. This is not a wellunderstood subject at present particularlyat primary school level and needs study andevaluation in those projects where book saleis the method of supply.

Secondary school and higher education secondhand book supplies tend to be more reliableand better organised than primary levelsecond hand supplies in most LDC's.

(iv) Common difficulties with revolving funds are:

- Prices/fees are incorrectly calculated tocover costs (e.g. Liberia where priceswere cut because books were too expensiveresulting in income being insufficient tomaintain fund.)

- Sales (and thus income) are over-estimatedand are not sufficient to cover cost ofpurchases (i.e. stock remaining unsold isa loss to the fund).

- Parental purchasing/fee paying ability isover-estimated (books too expensive or toomany books prescribed per grade).

- Poor distribution (books do not arrive atpoint of sale - thus no sales and noincome to the revolving funds).

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- Poor cash collection (A major problem inrural areas unless carefully organised.Comnare Liberia IV wi:n Leso:-o :.)

- Security problems - books stolen, los;,damaged, bad debts, school fees stolen e:_.

-- - !Misuse of Revolving Fund - funds used forother than book purchase e.g. vehiclereplacements. This is a common temptationand needs a simple trusteeship arrangementto combat it.

NB: School materials provision e.g. paper,pencils, rulers can also be included inrevolving funds with propec projectdesign and MOE agreement on principles.

(v) Revolving funds work best when:

- they are tested and established on a smallscale first.

(vi) Revolving Funds based on sales income arefrankly commercial operations requiring highlevel promotion, sales, distribution, cashcollection, accounting, management skills.Revolving funds based on fee collectionrequire no entrepreneurial skills and aregenerally more straightforward to operate.In both cases, cost to the consumer is themajor limiting factor and must be carefullyconsidered and calculated.

(vii) Revolving Funds have up till now been usedlargely in primary supply situations whereMOE sponsored sale is involved. Revolvingfunds however could equally well be used atsecondary and even tertiary level (in factprobably with higher rates of return andlower operating costs in these sectors) withboth MOE funds and commercial sales.Revolving funds could also form the basis ofschool stationery and other schoolconsumable equipment supply once the basicoperation of the fund is firmly estaolishedand funding principles for different typesof material are clearly agreed.

(e) Imolications of Funding Decisions

(i) Parental purchase from commercial outletstransfers distribution, warehousing,storage, accounting problems away from MOE.MOE will need to maintain monitoring,support role and will probably need toprovide additional support/incentives forbook distribution in difficult/cemotelocations. On occasion even with an

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effective commercial chain of outlets MOEmay have to take resnonsibility forparticularly difficult areas. NB: RevolvingFund operation is possible even wiz:h chisoption if MOE purchases or procures t.esupplies and resells to commercial outlers.

(ii) Parental purchase from MOE outlets wiliinvolve MOE in distribution, warenousing,accounting etc., but not in scnool levelstorage (very expensive element).

(iii) Loan schemes on a 1:1 book/pupil ratio willprobably need annual MOE storage facilitiesat a sub district level (when loaned booksare returned at end of school year). This isonly possible with reliable school - subdistrict transport.

(iv) Loan schemes below a 1:1 book/pupil ratiowill almost certainly require the provisionOf book storage facilities on an individualschool basis. (Because they have to be heldin schools on a daily basis).

(v) Loan schemes can require MOE purchase/production capability, pricing, distribution,storage, accounting and cash collectionskills but do not require sales/promotionskills.

1.2.3. Book Requirement Policy Issues

(a) Pupil: Book Ratios

At primary level circumstantial evidence suggeststhat a ratio of 1 book:2 students for course bookshas economic savings for poorer countries, withoutdrastically affecting achievement. For 'Readers' aratio of 1 book: 4/6 students has been chosen insome countries (Sierra Leone) with decreasingratios at upper primary level. Reference books suchas dictionaries and atlases can be provided atminimum levels of 1 or 2 per class at lower primarylevels, rising to 1:4/5 book:pupils ratios at topprimary levels. (NB: These figures are notdefinitive requirements.) Ratios of over Itextbook: 3 students are pedagogically verydifficult because of usage problems. Three studentscan have a reasonable view and usage of a booksimultaneously - four cannot.

At secondary level there is no available evidenceon minimum ratio requirements. There is however awidespread assumption that 1:1 ratios are desirableand necessary.

NB: Ministry distributed books via loan schemescan achieve designed Pupil: Book Ratios.

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Commercial sales policies by and large cannot.(The rarios are then a matter of salesoenetration effectiveness).

(b) Teachers Manuals (and Teachers Cooies)

W.here Teachers Manuals are produced i: is La poo:anc--that copies are available for every class, .orteacher training institutes, for the inscectoraceand subject advisory staff. Many projects based onparental purchase of books nevertheless makeprovision for teachers manuals to be provided freeto teachers, teacher trainers and inspectorate.

In cases of acute book shortage efforts should bemade to ensure that every teacher at least has acopy of all the pupils and teachers booksrecommended/prescribed for his grade/subject.

(c) Replacement Rates and Book Life

This varies according to the production standardsof the book, the environmental conditions of useand the effectiveness of storage arrangements.Assuming that adequate production standards havebeen agreed and that pupils and teachers have beengiven basic information on book care, a pupils bookin tropical Africa would be reasonably expected tolast three years on a loan basis and perhapssomewhat longer on a student purchase basis.However loss, accidental damage and theft aresignificant. Sierra Leone and Burkina are bothworking on a 30 per cent replacement allowance overa three year period added on to originalrequirements. Replacement allowances are usuallymuch lower in parental purchase projects becauseparents are frequently unwilling to buy books twiceif one is lost or damaged.

Making teachers financially responsible forreplacing lost oc damaged copies has led to severeunderuse of textbooks even when adequately provided(e.g. Indonesia). This practice is not thereforerecommended.

(d) Subject Priorities

There are no obvious priorities at secondary level.Decisions in this area are usually well establishedin the system.

At primary level there would be a generallyaccepted maths/language arts priority althoughthere are undoubtedly exceptions.

1.2.4 Legal Issues

(a) Copyright. This is a complex and frequentlyemotional issue involving concepts of ownership and

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exploitation rights. For a brief introduction see'Copyright and the Developing Countries' by Denis deFreitas for the Commonwealth Secretariat, London. (1984)

The existence or otherwise of adequate local copyrightlegislation could affect:

(i) the contractual relationship between author andMOE in a local publication project.

(ii) the contractual relationship between MOE andlocal/foreign publisher in a joint publishingventure or adaptation.

(iii) the ability to exploit financially a successfullocal or foreign publication.

If in doubt project staff should seek specialist advice.

(b) Contracts. All contracts involving copyright andpublication rights always need specialist professionalscrutiny. This does not necessarily mean a Governmentlegal department. Wherever possible lawyersspecialising in copyright matters should be used.Agreements on procurement, printing, distribution etc.are usually less problematic but wherever possibleshould have the relevant professional advice.

1.3 Collect Essential Statistical Information

The following reliable information is basic to any textbookproject (or to any education project).

1.3.1 Pupil Information

(a) Pupil Enrolment by class, by age, by sex, bysmallest available administrative sub-division.

(b) Growth rates in enrolment levels over a reasonablebase period and the proportion of the availableand/or target catchment population actuallyenrolled are also essential.

(c) Future projections must be based on past evidence(weighted for accuracy; see 1.3.3 below), on agreedgovernmental assumptions about the futuredevelopment of the school (and school age)population and on agreed targets.

(d) Use of information - information is needed toestablish print runs, for distribution scheduling,transportation networks, warehouse location, schoolstorage etc.

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1.3.2 School Information

(a) School information covering numbers of schools,types (religious denomination; public/private;main/feeder etc.) size of school, locations (intime and in distance).

(b) Schools of difficult access e.g. by head porterageor canoe only, or schools cut off by rains at keydistribution periods must be identified at districtrather than central government level. Districtinspectorate is usually familiar with localconditions - central government as frequently isnot familiar. (NB: Difficult access areas arecommonly a far higher proportion of school numbersin many LDC's than is usually realised - even bythe MOE.)

(c) Use of information - information is needed fordistribution scheduling, transportation networks,Warehouse location, school storage decisions,inspection/supervision/management systems etc.

1.3.3 Accuracy of Information

Much educational statistical information fromunderdeveloped systems is very inaccurate. This iscaused by:

(a) False or incomplete declaration.ts at school level.(b) Incomplete compilation.(c) False or incomplete declaration at

district/provincial level.(d) Poorly structured questionnaires.(e) Extrapolation from old and out of date base

information.(f) No reliable information available.

Common areas of error are:

(a) Enrolled pupil population is over declared(particularly if number of teachers allocated toSchool or salary structure depends on pupilenrolment).

(b) Number and size of schools unknown (particularlycommon where state and religious foundation schoolsexist side by side and where feeder school systemexists).

(c) Number of teachers (and qualifications)overdeclared.

Example Two is a simple school visit questionnairewhich can be used to compile a subjective viewpoint ofthe system and to check the accuracy of muchstatistical information.

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1.3.4 Speed of Information Delivery

MOE distributed books are frequently ordered anddelivered on the basis of information on reaui.r :ennsprovided by the system. A normal channel forstatistical information on book recuiremencs would be:

(i) School prepares requirements.

(ii) Collated at District level and passed to RegionalOffice.

(iii) Collated at Regional Office and passed to Central.

(iv) Collated at Central; adjusted for availablefunds/supplies.

(v) Books ordered - supplied.

(i-v) Above can be efficiently performed in a fewmonths but itdoes depend on a well managed schoolsystem with adequate communications. The sequencedescribed above can equally take several years tooperate and still provide distorted information.

1.3.5 Demand/Supply Oriented Book Provision

(a) Demand inspired book provision occurs where the MOEidentifies class by class, school by schoolrequirements and attempts to satisfy these precisedemands. It is only effective if informationprovided is accurate, fast, reliable and repeatableyear after year - and if the system has sufficientmoney to meet requirements. Frequently the cost ofdiscovering demand so precisely is very high andthe information is returned so slowly that thedemand pattern has changed when the suppliesactually arrive. This is typically expensive toadminister and requires expensive and sophisticatedstatistical and distribution systems.

(b) Supply inspired book provision based on sensiblecentral estimates of requirements, MOE agreedtarget ratios and available finance and is usuallyadjusted annually on simple District Officefeedback. It is easier to operate, manage andmaintain and has not been demonstrated to besubstantially less effective - particularly insystems without the finance to maintain fullsupplies. In simple terms this approach does notattempt to meet actual demand but concentrates onequitable distribution of what can be realisticallysupplied.

1.4 Appraise Existing Book Provision System

An evaluation of the book provision system in operation priorto the launching of a text book project is essential as a

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foundation for any future decisions on new or upgradedsystems.

Key information required is:

(a) Book titles in use per grade level.

(b) Method of Selection either

(i) Free Choice(ii) MOE recommended list.(iii) MOE prescribed list.(iv) MOE single prescription.

(c) Selection Procedure:

(i) Commercial submission toinstitutionalised selection system.

(ii) Lobbying.(iii) MOE publication (i.e. no choice).(iv) Tendering System.

(d) Selection Criteria:

NB: See Example One for sample selection criteria andscoring system (used in variant form in Uganda,Sierra Leone and Liberia.)

(e) Origin of Titles in Use:

(i) State publication (or parastatal).(ii) Local commercial publication.(iii) Imported commercial publication.(iv) State/commercial co-publication.

(f) Manufacturing and Raw Materials Source(s)

(g) Method of Distribution:

(i) Via commercial book trade(ii) Direct distribution by MOE or other

government agency.

(h) Methods of Funding:

(i) By parental purchase frombooksellers.

(ii} By parental purchase from MOE.(iii) Free distribution - loan charges.(iv) Free distribution - school fees.(v) Free distribution - no charges.

NB: Indicate if prices/loan charges/school fees aresubsidised.

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(i) If parental purchase:

(i) Is the network of outlets sufficientin geographical coverage?

(ii) Are prices geographically uniform?(iii) Is stock availability equitable?(iv) Are prices acceptable?

(j) Is Free Distribution....

(i) from Central Warehouse - school?(ii) from Central - District Warehouse -

school?(iii) from Central - Provincial - District

Warehouse - school?

(k) Storage arrangements:

(i) Books owned and maintained by pupils.(ii) Books owned by MOE, stored by MOE on

annual return of books (in DistrictStores) stored by MOE on a dailybasis (in schools).

(1) Book:Pupil Ratios - both offi-cial and actual.

(m) Book Life - both offical and actual.

(n) Coverage of system - Number of copies of eachtitle distributed.

- Number of copies of eachtitle available.

- Proportion of marketcoverage targetted.

- Proportion of marketcoverage achieved.

- Gaps in coverage - bysubject, level, area orsocio/economic group etc.

(o) Price (for parent - Av retail price perpurchase ). grade.

- Total retail price perpupil per grade.

- Estimated target pricesconsidered affordable.

(p) Suitability of Texts - Conformity to curriculum.- Pedagogic Suitability.- Design and Presentation.- Physical Production

Standards.- Local Content.

JIB: Refer to relevant sections elsewhere in Section B forcriteria on evaluation of categories (a-n) above.

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2. INSTITUTIONS AND MANAGEMENT CAPACITY

2.1 MOE Management Structure

Management of a text book project involves a number ofdifferent functions within a MOE which are frequentlyspread over different departments and divisions.Understanding how these departments interrelate andidentifying the precise location of each function isessential if a project management structure is to be puttogether which takes account of the complexities.

The most important management functions to identify intext book projects are:

(a) Geographic Management - frequently scaled out viaregional/provincial and district or evenSub-district offices. Responsibilities are usuallylargely administrative but could includedistribution, transportation, fee collection,teacher supervision and inspection, buildingmaintenance, statistics collection

(b) Level Management - Ministries are often divided intoirTmary elementary), Secondary (high school) andHigher Education sections. These sections may-interrelate with Geographic Management or may bevirtually separate. Responsibilities could includeteacher training, recruitment and employment,curriculum development, materials publication,recommendation or prescription, materials purchase,teacher inspection and supervision and scnoolinspection, buildings and maintenance.

(c) Subject Management - can be part of Level Managementor separate (if there is a separate CurriculumDevelopment Department or Ministry).Responsibilities could include supervision, teachertraining, curriculum development, materialsprescription/recommendation purchase or development.

(d) Curriculum Development.

(e) Inspectorate.

(f) Procurement and Stores - can sometimes be outsideMOE completely. (At least one textbook project hasrun into problems because it failed to spot thatbook procurement was not a function of the Ministryit was working with and accidently created twoparallel and competing systems.)

(g) Distribution and Transportation - can also be inanother MinIstry.

(h) Accounts.

2.2 Related Institutions

Other non-Education Ministries may have considerable

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impact on policy development. Only specific countryexperience can provide answers but the followinglist indicates common sources of external oolicvinfluence which will always need to be checxed whendesigning effective management structures.

(a) Ministry of Finance/Central Bank - budgets,availability of finance, foreign exchange allocation.

(b) Ministry of Trade - tariffs, duties.

(c) Political Party Officers - lobbying for constituencypreferences etc.

(d) Religious Agencies - particularly where these areresponsible for a significant proportion of schoolfunding and management.

(e) University Departments of Education - frequentlyoutside authority of MOE but sometimes responsiblefor secondary teacher training and sometimes forCurriculum Development activity.

(f) Other Aid Agencies - which may be financingalternative text book projects or projects which maybe related to text book provision (e.g. USAID IEL inLiberia, UNESCO Bunumbu project in Sierra Leone, EDFin Uganda, CIDA in Liberia and Uganda, SIDA inTanzania etc. etc.)

(g) Parents- PTA's, village and tribal/ethnicassociations.

(h) Examination Systems and Boards - timing of schoolyear can be related to external exam dates etc; theinterrelationship of curriculum andexamination/testing.

2.3 Administrative Effectiveness of MOE

An evaluation of the ability of the MOE to take on andrun a complex, interrelated management activity like atextbook project is always needed . This is importanteven when a Special Task Force or Project Group isproposed. Even in this case the Task Force will stillhave to use the existing systems of the MOE and it willstill have to work with existing departments andorganisations. The management effectiveness of the MOEtherefore has to be assessed in the following terms:-

(a) Resources - Is there sufficent budgetary provisionfor staffing, buildings and maintenance, equipmentand vehicles, supplies, inspection and supervision?(NB: since salaries are usually the last elements inthe budget to be cut back a growing proportion oftotal education budget spent on salaries is usuallya clear indication of an educational system comingunder financial pressure. Similarly lack oftransportation facilities or signs that travelling

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expenses are delayed or not allowed frecuentLy hasconsiderable implications for :he efrectiveooera"ion and supervision of .ne system. Tbe ? 'Smooility or the inspectorate is vital bot- n. tesupervision of the system itself and in ::eimplementation of a parcicular textbooK proec:.)

(b) Staffing - the qualifications, :raining, experience,commitment and cermanence of key staff is a crucialelement. NB: The concept of institutional memory iscritical in textbook project success.

Key ratios in the classroom are :

(i) Trends in the numbers of pupils per teacher,

and

(ii) Trends in the proportion of untrained totrained teachers in the system.

There is an increasing interest in many countries toallow pupil/teacher ratios to rise up to a level ofaround 45 pupils per teacher. In situations wherethere are significantly high pupil:teacher ratiosand/or where the number of untrained teachers in thesystem is also increasing, the quality and theregularity of supplies provision and theeffectiveness and regularity of inspection andsupervision are crucial in maintaining the qualityof the system.

(c) Organisation - Section 2.1 above provides a summaryof the various threads in most MOE organisationalstructures. Nevertheless the effectiveness of theseorganisational structures is a crucial element infuture project success. Key factors in theassessment are:-

(i) Is there clear knowledge at HQ level of theactual situation in rural schools?

(ii) Are Ministry policy decisions clearlycommunicable to head teachers and teachers (oreven to district and regional inspectorate)?

(iii) Is there a clear cut and widely understooddivision of responsibilities between relevantMinistries/departments or is there confusion,overlap, and intrigue?

(iv) Are there obvious areas of imbalance in thesystem e.g.is inspectorate or teacher trainingneglected at the expense of buildingprogrammes or curriculum development?

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(d) Management Systems and Procedures - This covers:-

(i) Financial control, and in particular budgetaryformation, monitoring and control, plus cashcollection systems and their effectiveness.

(ii) Resource control, (particularly a reasonableknowledge among senior line management, of thequantity and whereabouts of physical suppliesand equipment) plus a satisfactory andoperational system of stock control andmovement which will provide a complete andaccurate trace of random consignments fromsupplier to school.

(iii) Construction and maintenance systems - inparticular is there clear knowledge in the HQsystem of school and classroom conditions,Outstanding maintenance requests and is therea system for prioratising constructiondecisions?

(iv Statistics - are the basic statisticalrequirements of the system in existence, up todate and accurate (see Section 1.3)?

(e) Inspectorate and Supervision

(i) Does the inspectorate have clearly defined jobdescriptions and Terms of Reference.

(ii) Is the split between pedagogic support andschool/classroom management perceived andspecified?

(iii) Is there a clearly stated and operable systemof school and classroom management coveringattendance, pupil records, stock and supplies,cash transactions, school history etc?

(iv) Is there clear evidence of satisfactoryregular visiting of the system even at themost distant and isolated levels?

(v) Is there sufficient staff provision at asatisfactory level of qualification andexperience.

The above points will need to be taken into account inassessing whether or not the management of the educationsystem is up to scratch and capable of providing eitherproject management or crucial management support for aproject. If there are substantial areas of defficiencye.g. lack of classroom management systems, the textbookproject must make provision for the basic upgrading ofthis defficiency prior to implementation. There is, afterall, no point in providing relatively expensive resources

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if they cannot be adequately looked after, managed andused in the classroom situation.

2.4 Curriculum and Svllabii

The existence, age and relevance of Curriculum andSyllabus should be checked and qualitatively assessed.

Particular points are:

(a) Equipment requirements (are they reasonaole?).(b) Pedagogic requirements (do they coincide with

existing expertise in the classroom?).(c) Content.(d) Extent - can the content be satisfactorily covered

in the time allocated?(e) Is the curriculum in process of revision, updating?(f) Is there more than one curriculum and is the project

concerned with the correct one? (NB: Standard andExperimental Curricula).

(g) Should the existing curriculum be us%ed, amended,updated or ignored?

2.5 The School

(a) Physical Condition and Facilities.

(i), Weatherproofing.(ii) Storage facilities.(iii) Security.(iv) Accessibility.

NB : All these factors are relevant if schoolstorage is required. See Section 5.4.4 (below)

(b) Furniture

(i) Desks, chairs/benches (how many to a desk? Arethere desks? or chairs/benches? Are theysufficient?

(ii) Blackboards.(iii) Lab equipment (secondary only).

NB: School furniture provision has book design(e.g. average desk top space per child can besignificant in design of text book forma-) andpedagogic implications.

(c) Basic Resources and Equipment.

(i) Text Books (see 1.2.3 and 1.4.e.)(ii) Armboards(iii) Paper, pencils, chalk, exercise books.(iv) Chemicals, apparatus etc. (usually secondary

only).

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(d) School Management System

NB: See Example Three for schedule of 3asicPrimary School Management System.

(e) Staff

(i) Staff: pupil ratio.(ii) Experience and qualifications.(iii) Training.(iv) Attendance.

NB: (ii) and (iii) above are necessary to assesspedagogic practicability of materials.

(f) Contact with Inspectorate/District Office/EQ.

(i) Monthly salary visit? (Could collect books?)(ii) Frequency of curriculum/pedagogic contact

(training opportunities in new book use).(iii) Frequency of management inspection (indicator

of manageability of school book storage, feecollection etc.)

2.6 Textbook Project Management

The location of textbook project management is a vitaldecision. The basic choices available are:

(a) To locate project management in an existinq ministrydepartment. Thi-s raises basic questions and impliesthat the project design discussions between theMinistry and aid agency have reached agreement onprecisely where in the Ministry the project shouldbe based. Some caution is needed and considerabledetailed knowledge of local ministerialorganisation. There are several examples of projectssuffering considerably because the textbook elementhas been mis-placed within the MOE and is eithersubject to competition from existing Ministrydepartments which still have an interest intextbooks; or is placed at the wrong level (usuallytoo low a level) so that key decisions take too longto achieve; or is isolated away from supportdepartments it desperately needs.

Because a textbook project requires a considerablenumber of inputs many of which are spread throughouta MOE, it is crucially important that all parties tothe project are both aware of the overall plan, arein agreement with it, see their own role in it andhave agreed management systems to cope with thenecessary liaison. Thus an average textbook projectwill frequently require the cooperative working of acurriculum unit, a supplies department, a financedepartment, teacher training institutions, a subjectand regional inspectorate, a legal department, andthe government printer. This is a complex set ofinter-relationships - all of which must be examinedand tested prior for effectiveness implementation.

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(b) The establishment of a Single, speciallv establishedTask Force. Because of the probiems involved -nstimuiacing the complex inter-relationships invo>vein textbook project across a number of `eoar-menzsan MOE as illustraced above, a common solution is -oestablish a special textbook unit. This -extrookunit, because it cuts across existing MOEactivities, is frequently deeply resented by theMOE. If in addition, the Task Force Unit is orovidedwith buildings, facilities and equipment andfinancing, which are not available elsewhere in theMOE, jealously and demotivation can frequentlydevelop. A successful Task Force Unit in a TextbookProject can frequently draw to itself the functionsof many existing Ministry departments simply because-it has the wherewithal (ie finance and resources) tomake things work. Under these circumstances theoverall effectiveness and morale of the MOE can beseriously damaged by a project unit, Alternatively aproject unit can be brought down by a determineddepartmental opposition.

A checklist for effective project management capacity isas follows:-

(i) Staffing - correct numbers for the task in hand,adequate level of seniority related to thedecisions to be taken, sufficient experience andqualifications. Sufficiently well rewarded to bepermanent.

(ii) Detailed Terms of Reference for all senior projectstaff members.

(iii) Sufficient lead-in time to enable all pre-projecttraining to be accomplished and tested for projectstaff.

(iv) A correct assessment of technical assistanceneeded throughout the life of the project andagreements reached in advance of the project forthe acquisition of this technical assistance.

(v) Detailed and well designed management systemssufficient to control and monitor progress.

(vi) Suitable premises, equipment and transport -without over-ostentation.

(vii) Proper financial systems and clearly understoodfinancial accountability.

(viii) Well established communications with all otherministry departments, a regular system ofinformation management and regular liaisonmeetings.

(ix) Clearly understood limits of authority.

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(x) Clear project timetable, sequence and objectivesunderstood by everybody.

(xi) All policy to have been thoroughly discussed andagreed in advance by all parts of the Ministry ofEducation involved in the project and confirmed inwriting by the Minister or senior permanentofficial.

3. BOOK DEVELOPMENT ISSUES

3.1 Alternative Methods of Materials Development

3.1.1 Origination from Scratch

This is the most expensive form of materialsprovision involving original authorship, artwork,design, colour separation, film making, platemaking etc. It can be very expensive if process isapplied to small print runs but cost can becarried where substantial school populations areinvolved. Frequently necessary in primary SocialStudies or in Local History, Geography, Politicsetc. where adaptation is not feasible. Wouldfrequently be unnecessary in subjects of moreuniversal application e..g. Maths, Science etc.Full origination from scratch requires allpublishing skills and should not be-attemptedunless these are self-evidently available or MOEis willing to acquire (see 3.3.2 below).Origination is more likely to be needed wherenational or local languages are the medium ofinstruction or where local elements are a dominantcontent requirement.

3.1.2 Adaptation of Existing Work

(See Examples Four and Five for simplified tablesproviding average cost savings with adaptation.)

Adaptation is a realistic option where thelanguage of publication is the same as theoriginal text. Adaptation combined withtranslation is possible but is more expensive andrequires sophisticated skills.

Depending upon whether the adaptation required isrelatively heavy (more than 30 per cent of theoriginal text and artwork) or light (around 10 percent or less of original text and artwork) thereare considerable cost savings in adapting existingcourse material for local use where no languagechange is required. Cost savings can be usedeither to allow higher production specificationsthan would normally be affordable (more colour,better paper/binding etc) or to achieve lowercost. Adaptation is particularly suitable for

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relatively universal subjects (e.g. Maths/Science) andat secondary level (where print runs are smaller andcontent is likely to be less locally specific).Adaptation allows smaller countries to achieve betterquality materials adapted and re-designed to suit localcircumstances. Adaptation can include local names,dress, customs, examples and, if done properly, israrely obvious. The main savings occur on authorship,artwork origination, setting costs, film. Level ofpublishing skill required locally is substantially lessthan for full origination but good adaptation stillrequires high level skills and professionalsupervision. Adaptation is potentially importantin the local acquisition of publishing skills andprovides useful training opportunities because localstaff can work with professional publishers onadaptations.

Suitable texts for adaptation can be selected byadvertising for submissions of existing material withguideline specifications or by direct identificationand negotiation.

3.1.3 Special Editions of Existing Texts

There is an implication here that a suitable text isalready available. If so an edition can be negotiatedwith no content alterations but with productignspecifications different from the original but suitablefor local usage (e.g. paper cover rather than casebinding, lower paper weight, different format, etc. NB:Reduction in format is generally only possible with oneor perhaps two colour books and is problematic wherehalf tones are concerned.) Special reprints can be doneeither locally or overseas depending upon themanufacturing facilities available.

Substantial cost savings can be achieved by this methodbut there is the disadvantage of loss of localapplication if an overseas text is used. But this isless important in subject areas where specific localcontent is unlikely to be a significant factor.

This method requires no particular local publishingskills but some production knowledge is required indeveloping alternative specifications, in decidingmanufacturing points and in supervising productionprocess if undertaken locally.

3.1.4 Commercial Purchase of Existing Text

In small population countries free choice of availabletexts can lead to splintering of print runs andunnecessarily high costs. The choice of a textprescription approach enables the Ministry to negotiatebulk deals either for its own distribution or foronward sale to commercial sale outlets. Prescriptionrestricts free choice but this can be consideredadvantageous where qualifications and experience of

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local teachers are limited and in turn limit thepedagogic benefits of teacher involvement in textdecisions.

No local publishing skills are required. Fast supply isusually possible and this method can therefore haveadvantages in emergency supply or in systems wherepupil population is too small to allow significanf orwide ranging book development (e.g. many secondarylevel situations). Large population countries can moreeasily afford recommended lists with more than one textand still achieve bulk purchase arrangementsand cost savings.

Although no local publishing skills are required someprocurement/negotiating ability is necessary. Manycountries (e.g. Nigeria, Jamaica etc.) have aconsiderable body of commercially produced materialwith local authorship and content based on localcurricula already in existencebut restricted inavailability because of financial problems. In thesecircumstances the initiation of a completely neworigination project only adds to the sum of locallyavailable material without attacking the crucial issuesOf funding and financing. (See 1.2.2 above.)

3.2 Alternative Sources of Materials

3.2.1 Commercial Publishing (Either local or foreign.)

Existing specially designed materials from commercialpublishing sources usually exist if there is:

(a) A large enough market.

(b) The availability of reliable purchase funds.

(c) The availability of foreign exchange (to payeither foreign publishers or foreign printers orforeign raw materials suppliers to localprinters/publishers since some foreign exchangeavailability is almost certain to be required foralmost any text book provision.)

If no specific materials exist they can be:

(a) commissioned from commercial sources either bynegotiation or tendering;

(b) developed in a joint venture between MOE andcommercial publisher;

(c) developed by the MOE hiring commercial skills on aservice contract basis.

Involvement of local commercial publishing in schoolmaterials is important in developing wider publishingability (NB: general, childrens, specialist publishingetc in LDCs can usually only develop adequately out of

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profits based on school business since this usuallyrepresents the core of available book markets in -DCs.If local commercial publishing is excluded from schoolpublishing all publishing development is restrictedand in smaller countries is probably killed offcompletely.)

Overseas commercial publishing represents a valuablepool of skill and expertise which can oe exploitedsensibly to develop, upgrade, or supplement localskills and capacity.

The exact size of a market at which competitivecommercial publishing becomes possible is a functionnot so much of population size but of the amount ofmoney which a Government can make available to sustaincommercial interest. Thus relatively small markets inpopulation terms with high per capita income such asDenmark can sustain commercial publishing activitywhereas relatively large population countries with lowper capita income have found the task much moredifficult. In very broad terms a total disposableprimary school expenditure of approximately US $1million per year returning a net profit margin ofaround 10% probably provides sufficient inducment toprovide for the maintenance of limited permanent staffand the development of editorial expertise and skillover a limited range of subject areas. This turnoverthreshold probably would not be sufficient to providestable publishing development with any greatcompetitive element. It should be understood howeverthat this is a purely theorectical calculation and thatthere are numerous other factors e.g. outsidecompetition, requirements for state dominatedpublishing, lack of foreign exchange availability andthe unreliability of Ministry provision which requiresdecisions to be taken on a case by case rather than ageneral basis.

3.2.2 State Publishing

This normally implies monopoly provision but it ispossible for state and commercial courses to exist sideby side.

(a) Pros: - Local book development

- Lower prices because of anabsence of profit requirement(theoretical only usually)

- Economies of scale bymonopolising the market

(b) Cons: - MOE control over content andproduction.

- Adverse impact on other localbook development

48 -

- Lack of competition can lead toperpetuation of bad books, highcost production, poor qualityproduction

- Real costs of operationfrequently hidden

NB: Local state publishing does notnecessarily imply local printing/manufacture or ministry distributionor even free distribution.

3.2.3 Parastatal Publishing

If textbook publishing skills are not availableto a state publishing organisation it can form aPartnership or even a series of partnerships (onefor each course) with commercial operations whichdo have the skills. Parastatals can be formedwith local or overseas commercial companies (butmost existing examples are with overseascompanies although Nouvelles Editions Africainesin Senegal is an exception.) The Parastatal isnormally operated on a profit basis and as aresult, can be more cost effective than statepublishing operations which can carry excessivepayroll and operational costs or alternatively donot identify all costs precisely.

Parastatals intended for local publishingdevelopment should always require expert staff tobe based in-country wherever possible and shouldalways have specific identified trainingfunctions and allocations built into the terms ofpartnership or joint venture.

3.2.4 Joint Ventures

If the market is large enough to support localcommercial publishing, joint ventures betweenlocal and foreign publishing companies canprovide an injection of high level skills and canthus rapidly upgrade local industries (e.g.Nigeria, Malaysia). A variety of forms ofindigenisation requirement (e.g. Nigeria) orrequirements for school textbooks to be publishedby local companies (e.g. Mexico) can be used toensure the creation of local publishing skills.Competitive joint venture development is probablyonly possible in relatively large populationcountries; small population LDCs could no moresupport competitive joint ventures than theycould support competitive local publishing on afree choice basis. It is theoretically possiblefor local publishers or locally based jointventures to bid for Ministry prescriptions toachieve temporary monopolies (five year cycle)

_ 49 _

but in small markets companies who failed on bidswould frequently go out of business thus creatinga spectacularly unstable and volatile industry.

3.2.5 Pros and Cons of Local Commercial or Join:Venture Develooment

-- (a) Pros: - Other kinds of publishingdevelopment may be stimulated byprofits from school business

- Competition will increase qualitY

- Publishing skills will bedeveloped locally

(b) Cons: - Theoretically more expensive thanstate publishing (requirement fora profit margin)

- Volatile in small countries whereloss of adoptions can mean end ofbusiness.

- Relatively high costs in smallcountries where competitionconditions could createuneconomically small print runs.

3.3 Methods of Acquiring Publishing Skills

if a country does not have adequate publishing skillsavailable to it, the following methods of skillacquisition are available.

3.3.1 Professional Training and Attachments

Not recommended as the primary source of skillacquisition for the following reasons:-

(a) Few adequate courses (if any) currentlyavailable which can provide the full rangeof publishing skills applicable to schoolpublishing development in LDC's.

(b) Publishing skills in general and schoolpublishing skills in particular are heavilybiased towards practical experience acquiredover a substantial time-span (5-10 yearswould be normal).

(c) Training alone is a slow and inadequatemethod of achieving the necessary skills atthe right level of experience.

(d) Formal training (and related professionalattachments) as opposed to on-job trainingis a supplement rather than a main method ofskill acquisition.

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3.3.2 Riring Required Skills

Experienced staff are available but there areconsistent problems in attracting staff of tieright quality and experience. (Good textbookpublishers are in demand and would notnecessarily wish for the career interruptionimnplied by secondment.)

Expatriate staff are expensive in short termoverseas appointments. The continuity needed inmanaging and maintaining a textbook project wouldnormally require a three to five year appointment.

This is, nevertheless, a possible and viablemethod.

3.3.3 Joint Venture or Parastatal Arrangements(See 3.2.4 above)

3.3.4 Contracting Publishing Service

The contracting of a publisher to undertakepublisher services for a fee, (service contractbased) is well established. Payment of allauthorship, editorial, and raw materials andmanufacturing costs could be made directly by thelocal Ministry so that all financial interest inthe outcome of the project is restricted to theMinistry.

The disadvantage of this approach is that it isdoubtful that it would attract the interest ofmany suitable publishers who would probably bereluctant to extend services at a reasonableprice with so little involvement in the project.Additionally professional work involved isidentical for both large and small print runs andthe fee for small countries could bedisproportionately large.

3.3.5 Contracting Finished Books

In essence MOE awards contract for a chosenpublisher (choice could be via organised tender)to deliver either finished books or film orcamera ready copy. MOE maintains ownership butcontrols decisions over content, presentation,format, cost, and authorship.

The contract would specify the delivery date,quantity, re-order quantities and procedures,price, or price formula and agreed design format,content and authorship approval conditions.

Contract can include training requirements forlocal staff.

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3.4 Publishing Skills

3.4.1 Authorshin

Textbook authors at both primary and secondarylevel require:

(a) Writing ability.

(b) Teaching experience and suitable pedagogicviewpoint.

(c) Subject knowledge.

(d) Realistic assessment of teacher abilitiesand requirements, equipment and resourceslikely to be available in the classroom andappreciation of both rural and urbanrequirements.

(e) Particularly at primary levels the abilityto visualise and work with illustrators.

(f) Ability to work within cost and designrestraints.

Common problems are:

(a) Manuscript too long.

(b) Manuscript too high level.

(c) Illustrations and text not properlyintegrated.

(d) Over pedagogic approach placing too manydemands on teacher.

(e) Too rooted in good urban rather than poorrural conditions.

(f) Inability to accept advice or criticism.

Good authorship either by individual or committeeis relatively rare and requires considerableexperience. It is unrealistic to expect goodmanuscripts from teams of new and untried authors.

The 'occasional nature of much original writingbased on previous textbook projects means thatthe authorship skills developed by a project arefrequently wasted because of the lack of asensible, on-going programme. (e.g. The Ghanatext book project of 1974-1975 had lost a highproportion of the original authorship team whenthe revised editions were undertaken in 1984because there had been little or not work for theauthors in the intervening period.

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3.4.2 Editing

The various editorial skills required in schooldevelopment are:

(a) Formulation of editorial policy sufficientto keep materials in line with MOEcurricula, pedagogic, economic requirements- and communication of policy to individualsinvolved.

(b) Author identification and commissioning.

(c) Author briefing on presentation and contentof work.

(d) Evaluation of authors and illustrators workand advice and guidance on writing andrewriting.

(e) Supervision of work load and maintenance ofdeadlines.

(f) Coordination of work including operation ofwork schedules and editorial timetables.

(g) Checking copy for content, style,consistency, accuracy, level, presentation.

(h) Identification of illustrators andillustrations.

(i) Liaison between authors and illustrators.

ij) Design and production specifications andliaison.

(k) Clearing permissions for quotations relatedto the material etc. and negotiation ofrelevant fees.

(1) Contracts and fee negotiation with authors,artists and freelances.

School book editors therefore require:

(a) Excellent publishing knowledge andexperience covering particularly editorial,design and production skills.

(b) Relevant education and pedagogic background.

(c) Detailed knowledge and experience of targetpupils, teachers and school conditions (NB:in LDC's there is a specific need forknowledge of rural conditions).

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(d) Management and administrative capacity.

(e) Good cersonal reLationships.

Good editors are relatively rare and orevizusschool book exmecience is essen:ial for ma;zrorigination work or major adapcation.

3.4.3 Design

There are two interrelated _ .t separate aspectsof school book design. These are:

(a) Physical book design - covering format,extent, choice of raw materials, bindingstyle etc. etc.

(b) Layout and presentation design - coveringchoice of typeface, number of colours usedand the type and quantity of illustrations,appearance on page etc. etc.

In LDC's curricula and pedagogic requirementsfrequently influence layout and presentationdecisions to the detriment of physical bookdesign. (See Section 4 below - particularly 4.2Production Decisions and 4.4 Desiqn, Cost andPedagogic Relationships.) In the adverseconditions experiencel particularly in ruralprimary schools, physical book design elementswhich aim to provide maximum durability in booklife deserve (but often do not receive) equalweight to page layout decisions.

it should be recognised that textbook design is ahighly specialist activity and cannot beundertaken by inexperienced graphic designers.

3.4.4 Production

The production specification and associatedproduction decisions arise out of designdecisions taken above. These in turn are thefunction of a difficult mix of curricula,pedagogic and economic requirements. Example Sixis a simplified example of a typical scnool bookproduction specification.

The production specification should cover extent,format, choice of raw materials, binding style,page design (including chapter, running andsubsidiary headings) number of colours, type andquantity of illustrations, print run, productiontimetabling and delivery deadline.

Production decisions also cover manufacturingprocesses to be used and typesetters, filmmakers, plate makers, printers and binders to beused. (Where state pcinting corporations are

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required to be involved, decisions of this lattertype are frequently unnecessary.)

3.4.3 Production Management in Larae Scnool BookProjects (Indonesia, Philipoines etc.)

In large publishing ooerations there are separateproduction departments responsible 'or themonitoring of work with manufacturers, tnemaintenance of work flow, deadline keeping,quality control etc. etc.

In smaller projects an editor is frequentlyrequired to undertake these functions. In thissituation there is a danger that productioncontrol passes from the publishing unit to themanufacturing unit. (inexperienced editors inCurriculum Development Departments frequently donot know whether the delivered books areacceptable in quality, or whether additionalcharges are valid or not. Thus good productionmanagement either as a permanent part of thetextbook project or as a consultant skill to beprovided by technical assistance or included viaa joint venture or contract with a specialistpublisher is essential to maintaining standards,keeping to deadlines and operating at optimumcosts.

3.4.6 Assessing Publishing Capacity

(a) Existing company structure - if there areexisting local companies (either private,state or parastatal) operating in the areathe following should be checked:-

(i) List of publications - are thereexamples of good quality educationaltexts of the type required. If so,check their origin, and the exactlevel of involvement of the localcompany. It is also worth checking thepublication date to make certain thatthey were undertaken recently and thatcurrent staff were involved.

(ii) Check staffing and in particular thenumbers, length of experience,qualifications, and permanency ofeditorial, design and productioncontrol staff.

(iii) Check costing and estimatingdecartment and ask for samples ofprevious quotations. Compare thesewith known professional samples or askfor professional opinion.

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(iv) Check local authors for numbers,subject spread, adequacy of language,past experience, enthusiasm andcommitment.

(v) Check production quality of books,price, and reliability of deliverY.

(b) if there are no existing puolishingorganisation it is unlikely that a localpublishing capacity could be brought intoexistence quickly and without substantialprofessional guidance. In particular it willbe necessary to check whether there is acadre of authors to meet the requirements ofSection 3.4.1, a cadre of editors to meettne requirements of Section 3.4.2, a cadreof specialist textbook designers withprevious experience in textbook work, aknowledgeable production management capacitYwith a track record of production qualitycontrol, deadline keeping and costmonitoring and finally an experiencedpublisher capable of holding together allthe threads of book development listed above.

Many of the value judgments listed above mightwell require a specialist consultancy input toprovide answers. Previous experience has usuallyShown that a seven to fourteen day consultancywith specific Terms of Reference is generallysufficient to be able to provide a specialistview of local capacity at a fairly early stage.Very large countries might require somewhatlonger. Very large countries might requiresomewhat longer. However even without specialistknowledge a general conclusion should beachieveable by considering the factors listedabove.

3.4.7 Publishina Management

Ideally every project should be run by anexperienced professional specialist capable ofsupervising the harmonisation of all publishingskills described above (ie authorship, editing,design, production, production management) toproduce finished materials on time, within thebudget and properly accounted' for and in linewith MOE curricula and pedagogic requirements.Whether or not the organisational unit is a statepublishing organisation, a parastatal, acommercial joint venture between local andforeign elements, or independent commercialpublishers, the existence of experiencedpublishing management is probably the single mostimportant factor in making certain that goodquality books up to specifications are deliveredon time within the budget.

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3.5 Criteria for Choosing Organisational Approach

(a) Government Policy (e.g. Does Government requiremonopolistic state publishing or privateenterprise? Will tne Government allow foreigninvestment/involvement?)

(b) _ocal Publishing Capacity. (See Section 3 3.4.6.)

(c) Size of Market.

(d) Reliability of procurement funding.

3.6 Criteria for Deciding Suitability of School Books

(a) Conformity to curricula.

(b) Pedagogic suitability for local conditions.

(c) Level of local content required/needed/desirable.

(d) Attractiveness bf design and presentation factors.

(e) Production specifications (book life anddurability considerations).

(f) Costs.

See Example 1 in Section C

4. BOOK PRODUCTION

Printing and publishing are not the same thing. Publishing isthe ability to create books. Printing is one of themanufacturing processes involved in their production.

4.1 The Printing/Publishing Relationship

The existence of local manufacturing facilities does notguarantee or stimulate local publishing. Books are notnecessarily cheaper if local manufacturing facilitiesare used. (All too frequently they are considerably moreexpensive.)

Many countries with substantial international publishingindustries do much physical manufacturing in othercountries where the facilities can be purchased mostcheaply (e.g. UK, Australia, New Zealand, Nigeria ,Spain etc. NB: Most US school publishing takes place inUS because of national preference legislation whichoverrides price considerations.)

It is no doubt desirable to be able to both publish andmanufacture in home territory but the two activitiesshould not be confused.

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The development of local publishing reflects thecultural, educational, intellectual and scholarly lifeof the country and is thus arguably considerably moreimportant to develop than an arbitary manufacturingability. Too often in the past twenty years LDCs havebeen offered printing and binding solutions to what havealways been more properly publishing and financingproblems.

The development of local publishing capacity eithercommercial or state depends upon the creation of asteady and on-going publishing requirement. This in turndepends upon the regular provision of funding for thePurchase of existing books and for the evaluation andcorrection of existing editions and the planneddevelopment of new editions, supplementary material,teachers guides etc. It should be self-evident that adeveloped local publishing capacity cannot exist on thebasis of a major effort in 1975 which is then neglectedand forgotten for ten years. In the interim period,staff who acquire hard won experience in authorship,editing, d'sign and production would usually have passedon to other activities and their experience would havebeen lost. A Central American publishing projectdeveloped in the 1970s was reported to have lost thevast majority of its staff and institutional memory bythe time a new development programme was considered inthe mid-1980s.

The commitment to a steady and on going programmerequires considerable planning, demands a long view ofthe benefits to the country by both Government andfunding agencies and requires a reasonable certainty offunding regularity. If all of these things exist thefoundation of a publishing development programme can belaid but at this point, there is also a requirement forprofessional training and professional guidance andsupervision to steer the developing publishing capacityduring its formative periods when experience is beinglaid down. Far too often this process is foreshortenedbefore real experience has been gained. The experienceof textbook projects in the past ten years suggests thatat least two project periods (ie ten years) is probablynecessary before a full publishing capacity is likely todevelop from scratch. During this time, professionaltraining, regular technical assistance and high gradesupervision is likely to be required to develop goodhabits and sound professional principles and practices.The various methods of acquiring professional skills arelisted in Section 3.3.

4.2 Basic Production Decisions

4.2.1 Format

Practical experience indicates that book life inrural primary areas in LDCs is more likely to beextended if the format is compact (max.220 x140mm), and of portrait type (i.e. bound down the

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long edge so that the ratio between the spinelength and weight of the book block is low thusproviding maximum binding strength.) This formatalso has advantages in classroom situations wherenumerous pupils crowded around too few desks findit easier to use small portrait-shaoed booksrather than large landscape-shaped books. Thisease of use is carried through to situationswhere there is no classroom furniture and classesare conducted sitting on the ground.

Compact format books are also more easily car:iedby pupils, fit more easily and with less chanceof damage into bags and are more easily stored.

Unfortunately this type of format has design andpage layout limitations. Thus larger and morevulnerable page formats are consistently producedfor use in the most adverse physical conditionsas a result of curriculum pressure and this hasoften resulted in unacceptably low book life.

where books are on sale to pupils, and are thustransported from home to school on a daily basisthe use of a durable format is even more -important than in situations where books areprovided on loan and are thus maintained in storein schools However parent purchase oftengenerates a more careful attitude to book careand this can offset the greater physical rigour.

Books for secondary schools where physicalconditions are generally much better and thestandards of book care are higher have muchgreater flexibility so far as formatconsiderations are concerned.

4.2.2 Extent (i.e. Number of Pages/Words)

As a general rule books should be shorter inextent rather than longer-. The amount of workthat an inexperienced school teacher can getthrough is generally overestimated. Realisticextent is cheaper (a significant factor in schoolbook provision which can be measured in millionsof dollars and is vital where LDCs have extremelylimited funding).

4.2.3 Binding

There is plenty of evidence to demonstrate thatproperly bound sewn paperback editions will lastat least three years with proper care andattention even in quite adverse environmentalcircumstances. The use of case binding isconsiderably more expensive and it is doubtfulwhether a cost effective case can be made out forit in most LDC situations. Some productionspecialists even believe that the weight and

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rigidity of case bindings are unsuitable for usein trocical rural areas and may' -ntrsbuz to ashor:er Zook life.

-n prinary school situations wire s:izcn dis generally acceptable on compact :orma: 00oos0in to 96 pp. Above :nis sewn bindings aredesirable. Glued only bindings are generallyconsidered to be unreliable in hot and ho:/humidclimates.

water resistant covers (achieved by usinglamination or varnishing) are desirable wherebooks are likely to be stored or used in dampconditions. (NS: Evidence from Liberia wherevarnished and unvarnished books were stored sideby side in damp conditions indicated clearly thatthe books with varnished covers sufferedsubstantially less damage because the varnishPrevented the damp from penetrating into the bookblocks). Some laminations lift and bubble intropical climates, mechanical varnish can *stick in humid climates. Chemically bonded (catalytic)or ultra violet (u/v) varnishes are slightly moreexpensive but probably best.

4. 2.4 Paperweight

There are two schools of thought.

(a) The use of 48 - 55 gsm newsprint reducesProduction costs considerably and thereforehas immediate attractions. It is also truethat their use shortens book life. This isparticularly so in damp or wet climateswhere many types of newsprint will notsupport even their own weight when wet(experiments in Jamaica on the production ofprimary textbooks using newsprint shouldprovide concrete evidence within a year orso of actual book life expectations. Goodresults have also been reported from Mexicousing heavier coated newsprint which is anintermediate stage between (a) and (b).)

(b) 70 - 80 + gsm wood free book paper. This isa widely used and stronger specification andprovides greater probability of acceptablebook life (providing that sensible bindingand format decisions are taken.) There areplenty of examples of sewn paper-coveredoooks using this paperweight lasting forsix, seven or eight years even in adverseconditions. An average life of three yearsis therefore not unrealistic. Good qualitybook paper will also take type andillustrations (and in particular colour

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printing) very much better and thus hasdistinct pedagogic advantages.

NB: Opacity of the paper is also a majorfactor in text book design.

4.2.5 Cost/Durability ImPlications

A well produced sewn paperback book adequatelybound and using good quality paper should lastfor three years in rural primary schools withbasic storage conditions and basic book care andmaintenance. Secondary school books of the samestandard should last considerably longer.

Reductions in production quality by usingnewsprint, cheap binding and cover material etc.would have to be very substantially cheaper tooffset the sharp deterioration in book lifeexpectation.

This is however a subjective matter and decisionswill have to be taken on a case by case basis.More research is needed on production standardsand book life and the full cost implications(including distribution costs where lowerstandards mean much higher replacement rates andsignificantly higher storage systems andtransportation costs) and it is stronglyrecommended that book evaluatiton elements on thissubject should be specifically costed in to anumber of future projects to develop evidence fora considered viewpoint.

4.2.6 Use of Colour

It is generally accepted that the use ofadditional colour improves the attractiveness ofbooks to young children, particularly at lowerprimary levels where attractiveness ofPresentation can have a major impact on earlylearning. Nevertheless four colour is much moreexpensive both in origination and manufacturingcost than one colour work. In situations wherecost is a severely limiting factor good designcan make effective use of one or two colours orcan combine four colour with one or two colourprinting (four back one colour, four back twocolour etc.).

4.3 Origination Processes

These are: - TypesettingArtworkColour separationFilm making

These origination processes are the production stages upto the point when printing begins.

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Typesetting of a manuscript consists of retyping all thetext, but in a selected typeface and to a line lengthand in a typesize which the publisher has selected.Artwork denotes all the illustrative matter -

photographs and drawings - treated or re-drawn byartists so that all the pieces of artwork will besuitable foc reproduction. Colour separation must beperformed on all colour artwork, such as transparenciesor colour drawings, in order to be able to print in morethan one colour. Film making is necessary in order tomake plates for litho printing. All of the typeset textand the artwork, colour separated if necessary, must bearranged exactly as they are to appear on the pages ofthe finished book and then photographed to get film.

All of these processes are separate and can either beput out to separate organisations or be handled entirelYby the selected printer.

'The quality of the finished book will be heavilydependent on the skill with which these processes arePerformed and combined. Effective choice of supplierswill materially effect final costs.

4.4 First Costs

Costs of origination processes described above plus allresearch and development costs constitute *first costs.These are costs incurred whether or not a copy of thebook is ever printed. Obviously where a long print run.is involved first costs are relatively less significant.where small print runs are involved first costs can bevery significant. Hence the first cost saving benefitsof adaptations described in 3.2.1 above when projects insmaller countries are contemplated.

4.5 Manufacturing Processes

The two basic manufacturing processes in book productionare: -

(a) Printing.

(b) Binding.

The choice of a particular manufacturer or a process isa skilled production function and it must not be assumedthat the simple existence of a local printer impliesthat the printer has machinery either suitable for aparticular book job to be undertaken or that themachinery is effectively maintained and run. These areexpert decisions and require professional comment andadvice.

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4.6 Criteria for Selecting Manufacturing/OriginationSuppliers

4.6.1 Quality

is the supplier capable of producing thespecified quality of work?

4.6.2 Capacity

Does the manufacturer have the right equipmentto handle the quantity of work in the timeavailable?

4.6.3 Reliability

Can the supplier guarantee delivery according todeadline required (when local suppliers are underconsideration access to raw matecials,availability of spare parts, reliability of powerSource, availability of necessary maintenancefacilities and priority given to the task are allvalid factors. When international suppliers areunder consideration, regularity and reliabilitYOf freight services are a major factor.)

4.6.4 Cost

Bearing in mind the factors of quality, capacityand reliability listed above, can the supplieroffer competitive-prices or prices within anacceptable local preference?

4.7 Raw Materials

The basic raw materials required for book productionare:-

Text papercover card (Cover board)Binding material (wire stitches, glue, thread)InkLaminate or VarnishFilmPlates

The cost of raw materials is affected by

(a) The quantity purchased (small populationcountries with relatively low level requirementswould probably pay considerably more for paperthan large countries or large multi-nationalpublishers or printers.)

(b) Source of purchase (large paper quantity can bebought at cheaper rates direct from the papermills, smaller quantities are usually boughtthrough paper merchants and may be restricted toavailable stock in standard sizes.)

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(c) Regularity of purchase. (Regular customersusually get better terms than occasionalcustomers.)

(d) Creditworthiness of customer (Iong delays inpayment while waiting for foreign excnangeallocation is not conducive to negotiatinc bet:erprices).

(e) Storage facilities of raw materials. (Theeffective cost of raw materials is considerablyincreased when storage facilities are poor andthere are stock losses either through poorsecurity or-through deterioration or damageThus high paper wastage rates either in storageor in manufacture will substantially increase theactual cost of paper and rapid deterioration infilm in hot humid climates where air conditioningis unreliable, effectively increases the realcost of film.)

4.8 Costing

Example Seven is a simplified Request for EstimateProforma. This or an acceptable variant should be usedboth as a basis for accurate project costing andbudgeting and also for putting together preliminaryinformation to enable broad decisions to be taken onlocal versus overseas manufacture. Example Eight is aset of specimen hypothetical book specificationscovering a typical primary school textbook, a typicalprimary school teachers book and a typical secondaryschool textbook for use in establishing comparativecosts where actual specifications are not available orhave not yet been decided on.

Wherever possible, the manufacturer should be asked tobreak down estimates into raw materials costs andmanufacturing costs and with many local manufacturingsources it is often useful to ask for a schedule ofessential spare parts and maintenance necessary toguarantee on time delivery.

Estimates should always be requested from local state orparastatal manufacturing sources, local commercialmanufacturing sources and reputable internationalmanufacturing sources. The international manufacturingsource should always include a CIF freight estimate inaddition to the job quotation.

5. DISTRIBUTION AND STORAGE

5.1 Book Selection Possibilities

(a) Prescription - MOE decides which course will beused. Implies single course adoption. Frequentlydecided on a cycle (every three/five years)

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either by a formal submission, evaluation,selection process, or via an MOE committee or acurriculum panel. Prescription implies sales toparents either through MOE or commercial outlets.It is more common at primary than secondary level.

(b) Recommendation - MOE provides a list ofapproved courses. Selection can be annual orperiodic and both formal and informal selectionprocedures are equally common. The recommendationalso implies sale to parents as above.Recommendation also implies freedom of choice(usually by school from limited options.) Thissituation is usually more common at primary levelin larger countries or in the secondary sector ofsmall and medium sized countries.

(c) Free Choice - No MOE intervention at all. This1S comparatively rare and almost unknown at theprimary level in most LDC's. It is howeverrelatively common at secondary level -particularly in larger countries. Course choiceiS usually by school selection or byavailability. Complete free choice in smallpopulation LDCs makes specific course developmentunlikely particularly if funding is uncertain.(The investment risk is usually not justified bythe potential return). In large population LDCswhere funding is freely available, free choicecan lead to rapid competitive course developmentby private sector to the considerable -benefit ofthe education system.

(d) Ministry Issue - Can be either one course orseveral parallel courses (e.g. Philippines).Major difference between this option and (a) to(c) above is that Ministry issued courses aredistributed by the Ministry rather than by thecommercial sector and books generally remain theProperty of the Ministry rather than of theparent or pupil.

5.2 Implications of Parent Purchase

(a) Since books are owned by the parents/pupils theywill normally be maintained at home rather thanin school. Thus school or classroom storagerequirement is reduced (there will always be aneed for storage facilities for other schoolequipment).

(b) MOE distribution involvement will normally begreatly reduced. Distribution will either beentirely through commercial outlets or toMinistry distribution points. The need to achievedistribution to individual schools only exists ifbooks are supplied to schools for sale to pupils.

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(c) MOE loses control over level of book provision inschools since this will be determined by accessto book sale outlets and by the parents' abilityto -pay. (Where book ownership has been made amandatory requirement of school attendance it hasgenerally not worked and there are in any caseobjections to this approach in countries wherevery low levels of income or patchiness in thecoverage of sales outlets prevents parents andchildren from acquiring books. Mandatoryrequirements at secondary schools are much easierto enforce because the motivation to attend isvery high, the pupils generally come from highersocio-economic groups and can afford the booksand supervision is easier since secondary schoolsare usually in accessible locations.)

(d) Parent purchase depends upon good nationalcoverage by sales outlets to achieve a reasonablequality of books and supplies provision. Atprimary level in rural areas this can be verydifficult. With limited purchasing powerfoodstuffs and basic hardware are more attractiveinvestments to petty traders than books, andmark-ups will tend to be very high. Commercialwholesalers are frequently unwilling to extendcredit because of difficulties of collection.Under these circumstances, MOEs might have toconsider direct involvement to achieve equalityof opportunity and rural penetration. (Theexperience of establishing rural book agencies inLiberia Education IV is very relevant here.)

5.3 Implications of Ministry Controlled Distribution

(a) Warehousing and storage facilities are required.These are major investments.

(b) Stock control and stock movement systems areneeded (thus creating need for trained storemen).

(c) Need for distribution system capable of movingsupplies from central stores to individualschools (distribution to rural primary schools isin many countries the most penetrative of anydistribution operation existing. Assumption thata distribution network exists already for othersupplies is frequently only theoretically trueand always needs to be checked.)

(d) There may be a school level storage requirementfor books. (See Section 5.4.4.)

(e) School management systems need to be able to copewith the maintenance and recording of permanentsupplies and loan issues to pupils. (Other schoolsupplies provided to pupils are usuallyconsumable. Only books are normally subject toissue and return.)

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(f) Distribution system and school resourcemanagement requires specific supervision andinspection (this normally requires specialisrtraining of central and district inspectorati).

(g) MOE must be capable of exercising control overthe quantities of material made available.Decisions thus required on pupil : book ratios,book life assumptions, replacement rates.

5.4 Elements of MOE Distribution Svstems

Distribution systems serving primary schools are amongthe most penetrative distribution operations existing inmost LDCs. The following basic elements need to beconsidered.

5.4.1 Warehousing

All warehouse premises should be:-

(a) Secure (ceiling bars, steel window bars,cement floors, steel doors with interiorhinges and locks, day and night watchmen).

(b) Weatherproof in all circumstances.

(c) Well ventilated (to prevent fungal damage).

(d) Racked to keep stock off the floor.

(e) Clean and well ordered (for good managementand protection against termites and otherinsect damage).

(f) Obviously sufficient in capacity to be ableto cope with forseeable maximum usage and/orgrowth.

Most systems will need permanent centralwarehousing capacity so stock can be accumulatedand organised for onward despatch. Temporarywarehousing is only recommended in emergencySituations or as a stand-in while permanentcentral accommodation is being prepared.

Except in very small countries the number ofprimary schools to be served makes distributionKrom central warehouse direct to schools

expensive and impractical. It is common either tohave a 'two-link' system (central - district;district - school) or a 'three-linkw system(central - regional; regional - district;district - school). It is rare to have*four-linkw systems except in the very largestcountries (e.g. China, Indonesia). The number of'links* is a function of both the size ofpopulation and the accessibility of schools. The

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number of links increases the complexity of -nedistriburcion ooeration (break of oulk., Ijouoletranspor ta :i.on r-eT:e-,en:, iuol :-a- on v. s;^_record and movement systems, inc:easedrequirements of -ralned wa.rehouse staff) and :--efrequency of delays. Cost per unit disc:rou:ea,;:herefore tends to increase with tne numnoe-r of

- links built into the distrbution chain.

Distribution from district to primary school (thenormal last link) is often by teacher collectionrather than by delivery to school since districtoffices commonly suffer from shortage oftransport. Additionally the operating costs(gasoline, vehicle maintenance, per diems) ofdelivery at individual school level tends to bevery high in relation to the quantity and valueof stock supplied. Finally many primary schoolsare in any case not accessible via road transport(NB: an assessment of *difficult' access viz.head porterage, river supply etc. is essef-tal inplanning any distribution system.)

Teacher collection of supplies is probablyrealistic:-

(a) where stores are located at a point whichteachers visit regularly (e.g. districtoffices where salaries are paid).

(b) when quantities of supplies and distances tobe travelled are not excessive.

(c) when reimbursement of transport costs forsupplies from district schools is availaolefor head teachers.

Some district to school supplies are delivered bydistrict inspectorate on inspection visits. Thismethod has declined in many LDCs in recent yearsas district inspectorate transport has ceased tobe available.

Secondary school systems are very frequentlysupplied via MOE distribution systems (whereschool textbooks are sold commercially otherschool supplies use the system). It is common forsecondary supplies to continue efficientlythrough an MOE system even when primary supplysystems have broken down. This is generallybecause secondary schools are of larger units inmanageable numbers and are generally in locationsof easy access.

5.4.2 Transportation

Two basic options exist:-

(a) MOE owned and operated vehicle fleets.

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(b) Use of hired commercial transport.

The disadvantage of (a) is that thetransportation and therefore the distributionsystem frequently ceases if MOE vehicles breakdown or are not available through use for otherpurposes.

The disadvantage of (b) is often theunavailability of a regular termly operationalbudget for vehicle hire (even with Ministryfleets which are operational there can beproblems with operational budgets). Somecommercial trucking companies can also beunwilling to provide services to rugged areas orat difficult seasons. In some countries,satisfactory commercial fleets may benon-existent or over expensive.

The overriding advantage of (b) is thatdistribution is not affected by vehiclemaintenance and operational problems.Additionally commercial trucking companies aregenerally more experienced and reliable in upcountry distribution.

NB: In planning and costing transportationbudgets considerable attention should begiven to the planning of cost effective andrealistic trucking routes bearing in mindcost: loading weight ratios.

5.4.3 Control Systems

Two basic control systems must be operationallyeffective. These are:-

(a) Stock record systems - i.e. records of stockquantity and location.

(b) Movement systems - i.e. record of all stockmovements (NB: No stock should enter, movearound within, or leave anywarehouse/storeroom/school without aneffective movement record).

There are numerous other relevant but subsidiarycontrol systems covering re-ordering, delivery,payment, returns, damages etc. etc.

Regular monitoring and random checking of systemshould supplement detailed annual audits andreports of Government auditors departments.

All control systems should be as simple andstraightforward as possible and geared to thepractical operational conditions of the countryconcerned and to the quality of staff available.

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-the project budgets should always includeallowance for basic investment in the systemestaolisnment e.g. not just computer Stockcontrol systems but also simple filing cabine:s,supplies of files, and specially printed anddesigned stationery etc.

5.4.4- School Storage

Some form of storage is needed in all schoolswhether or not books are MOE property or parentowned.

In general, secondary schools are more likely tohave adequate storage for books and other schoolssupplies (although security is not necessarilyadequate). Actual conditions do however needchecking in every country. Newly establishedschools in remote areas need particularly carefulChecking.

Well-developed primary systems traditionally havestorerooms attached to head teachers rooms, andstore cupboards are commonly provided in everyclassroom (e.g. Ghana still has basic storagefacilities at this level in most schools; SierraLeone however has numerous schools withoutstorerooms and the majority of rural classroomsare now probably without any kind of storecupboard as well.)

Basic school storage problems likely to beencountered are:-

(a) Poor weatherproofing - (leaking roof, nowindows or doors).

(b) Non-existent security - (weak lock, or nolocks or no doors; no ceiling bars; nowatchmen; dirt floors).

(c) Lack of order, tidiness and adequate recordsfor stock maintenance - (usually consequenton declining levels of inspection).

(d) Fungal damage.

(e) Insect damage.

(f) Weather damage.

Poor storage conditions endanger the expensiveprovision of physical resources. Heavy loss ordamage dramatically increases the cost ofeducation provision.

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Possible solutions are:-

(a) Construction of school storage systems -this is likely to be a major construc:ionundertaking with perhaps thousands of veryJsmall building contracts-.o be offered anasupervised. Apart from the complexity andexpense the progress is likely to be slow.

(b) Provision of storage cupboard and storagelockers - these can be provided relativelycheaply (at end 1984 around US $75 for asteel locker 6' x 3' x 1 ') and relativelyquickly. The delivery and erection oflockers in large numbers of primary schoolsis however a substantial logistical problemand should not be underestimated. (Examplesof locker provision for school storage areSierra Leone Education III, LesothoEducation III.) Upgrading of resourcemanagement in schools is often as necessaryas upgrading of physical storage facilities(see Section 6.3 below). NB: This sectiondeals only with the most basic storageneeds. In mid income countries the basicneeds may already be provided and storagerequirements such as classroom shelving anddisplay facilities may well be needed. Ingeneral terms open storage ie non-securestorage is only an option where books are ingood enough supply not to be subject totheft and where there is reasonableclassroom security.

5.5 Supply v. Demand Stimulated Distribution Systems

See Section 1.3.4 above.

5.6 Distribution via Commercial Outlets

5.6.1 Methods of Involving Private Sector in MinistryBook Distribution

(a) Commercial distributors provided with booksfree. Payment for delivery service would beon production of confirmed delivery slips.

(b) Ministry procures book stock and sells toprivate sector and fixes discounts andresale prices. Individual schools areprovided with book allowances via areimbursable voucher which will enableteachers to purchase books for class andwould provide commercial sector with anopportunity to cash in vouchers.

Ministry procures books and sells to privatesector at fixed discount and controlledretail prices (which can be subsidised) as

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above (b). The retail sector sells to thepublic. -

5.6.2 Pros and Cons of Commercial involvement in MOEDistribution

(a) Pros

(i) Increasing the book market increasesthe numoer and quality of goodbookshops throughout the country. Inthe long term this can only be to thebenefit of rural areas in particular -

a competitive element might also leadto a faster and improved service.

(ii) Ministry of Education will be relievedof substantial administrative burden.

(iii) The Ministry of Education would saveon distribution, warehousing, storage,transportation, staff and recordskeeping costs.

(b) Cons

(i) The existing commercial networksinevitably are concentrated in urbanareas and do not provide coverage ofinaccessible rural areas. Additionalinducements will have to be offered toencourage commercial operations toserve difficult areas and there willbe enormous problems in monitoring andcontrolling activities.

(b) An alternative to commercial supply ofdifficult areas would be a mixedsystem whereby commercial operationswere supplemented with MOE operationsin difficult areas.

6. BOOK USE

6.1 Training

Any programme for improving the availability of booksand materials in schools will clearly have importantimplications for teacher training. The most obvious ofthese is that students must be given the opportunity tobecome fully conversant with the materials which theywill be using in the schools. It is thus essential thatprovision should be made for relevant textbook sets tobe made available either free or as cheaply as possibleto all trainee teachers. In many projects it is acceptedthat the provision of free sets of books, particularly

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at the primary level, should be costed into the wholeproject. This is clearly highly desirable and it shouldbe accepted as a principle. In addition, relativelysmall improvements in the quality of library provisionwithin teacher training institutions should be seen as a.cost effective essential compliment to any project whichaims to improve levels of resourcing within schools.

Beyond the pr..vision of resources however, newly trainedteachers will need to have the skills necessary to workwithin an educational environment which is no longercompletely impoverished in resource terms. Such skillsare both pedagogic and managerial. Specific unitstherefore need to be built into pre-service teachertraining to make certain that the curricula ideascontained in textbooks and management skills involved inusing the textbooks are provided on a continuing andlong term basis.

Pre-service training of course can only change the stockof skills relatively slowly. A more immediate andwidespread impact requires sustained programmes ofin-service training for existing teachers. In largecountries this can be a daunting task but there arenumerous examples of effective high density trainingprogrammes being developed and executed quickly andrelatively cheaply. (E.g. the Philippines, Indonesia,Sierra Leone.) A convenient and relatively cheapprocedure is to run a limited number of specimenseminars for central and subject inspectorate, advisers,teacher college lecturers and district educationofficers. A second series of seminars can then beorganised by the inspectorate and district officers forkey teachers and teacher supervisors at district level.The final stage will be the organisation of a largenumber of school based seminars grouped according toaccessibility in which the training is passed down tothe individual school level. Once again it is desirableif teacher training concentrates both on curriculum andpedagogic issues on one side and the management of booksand materials on the other.

The involvement of subject and regional inspectorateboth in the training programme and in the disseminationof in-service training are also very important.

The final element that should be included in alltraining programmes is the subject of basic book care,particularly oriented to a rural environment. Verysubstantial sums of money can be saved for the educationsystem by the extension of book life by even on year.

Teacher Training as a support for book use is much lessdeveloped in the secondary sector. There appears to be awidespread feeling that secondary teachers are lessresponsive to the need for it unless it is related tospecific curriculum developments. This position is

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unacceptable if increased material resources are to bedevoted to the secondary sector. The generation of anincreased commitment to in-service education andtraining for secondary teachers on the part of bothprovider and of the teachers themselves should receive ahigh priority in any secondary textbook project.Previous experience indicates that this increasedcommitment is frequently best achieved by concentratingon management training for head teachers. Howeverpre-service training should also pay specific attentionto the curricula, pedagogic, and managerial aspects ofbooks and materials used in the classroom.

6.2 Classroom Management

Schools are the final level at which developments andadministration and management-need to take place toprovide essential support for any textbook project whichaims to provide substantially increased resources. Theultimate determinant of quality and practice on a day today basis is the head teacher. He or she must-organisethe schools delivery of the curriculum , motitivate theschool staff, help them to develop professionally, andConstantly monitor the quality and performance of theschool. This is an extremely difficult, if notimpossible task when standards of accommodation andmaterials provision are extremely low. The firstPriority is the establishment of a clear and widelyunderstood school management system. Declining standardsin school and classroom management will lead to adeterioration in the delivery of education and higherthan acceptable levels of wastage in physical resourceprovision.

The upgrading of school management requires:-

(a) The design of an effective school managementsystem.

(b) The formalisation of a school management systemin a simple booklet which could be made availableto every teacher in the country and to allteachers in training and relevant administrativestaff.

(c) The inclusion of units on school management inall teacher training at both primary andsecondary level.

(d) The training of educational administrators in theschool management system - usually by a series ofhigh level seminars.

(e) The develoment of an in-service trainingprogramme to transfer the school managementsystem to teachers in the field.

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(f) Adequate supervision by the inspectorate to makecertain that management systems are beingmaintained and to provide help, encouragement andassistance to teachers in the early days.

(g) Repeated proarammes of in-service training tomake certain that the initial impetus ismaintained.

The development and maintenance of school management atsecondary school level is every bit as important as atPrimary school level but as with teacher training, it isfrequently ignored. Several projects have revealed thatthe perceptions, priorities, attitudes andadministrative style and competence of a principal of asecondary instituion are crucial in determining whatfacilities and resources are allocated to a givensubject discipline; such allocation in turn influencesquality of work in these disciplines. The same basicsequence of activities described for primary managementupgrading above would also be applicable to secondaryeducation with advantage.

6.3 Supervision and Inspection

The use of books in classrooms, their physicalmaintenance in schools and their effective and equitabledistribution to target areas can only be maintainedefficiently if the Ministry supervision system isdesigned to cover these specific fields and if theinspectorate have the ability to inspect regularly. Thuseffective supervision and inspection is an essential partof all book supply and should ideally always be involvedactively in any project. Transportation availability andinspectorate mobility are key factors.

6.4 Editorial, Pedagogic and Curriculum Feedback (forevaluation and revision)

Continuous contact between editors, authors, anddesigners on one hand and the inspectorate, teachertrainers, teachers and schools on the other isparticularly necessary when courses are being developedand introduced for the first time. Specific evaluationschedules should be developed. A combination ofstructured interviews, simple questionnaires and themaintenance of classroom diaries conducted over at leasta school year are recommended. Writing and editorialteams, or at secondary level text selection boards canbuild up a picture of the strengths and weaknesses ofparticular materials in the context of a particularcountry situation. This will enable revisions andcorrections to improve material in development and willassist in the selection of recommended or prescribedtexts.

Particular attention should also be paid to the physicaldurability of books and this subject should also beincluded in evaluation schedules.

- 75 -

Regular editorial and authorship contact is especiallyimportant if course material and development is to bemade relevant to the pedagogic and economic needs of '>ecountry.

Samples of a Textbook Field Testing System and aTextbook Project Evaluation are included in Sec:ion C,Examples Thirteen and Fourteen.

7. MISCELLANEOUS

7.1 Procurement, Tendering and Evaluation

There is typically a great variety of procurementrequirement in textbookprojects. These can vary from

(a) The procurement of finished books.

(b) The procurement of licensing rights for theadaptation of basic texts.

(c) The procurement of editorial services (i.e.editing, design) to develop local manuscripts.

(d) The procurement of origination services(typesetting, artwork, colour separation, film-making).

(e) The procurement of printing and productionsupervision.

(f) The procurement of raw materials.

In addition there are related services which arefrequently required which also need to be procured.These are:-

(a) International freight consolidation services.(When a variety of materials coming from avariety of overseas destinations requires bulkingup or packaging.)

(b) Internal distribution services.

(c) Construction (of warehouses, stores, schools etc.)

The exact procurement requirement for each project orindividual parts of each project will frequently varyquite considerably and on occasion professionalassistance may be needed to distinguish precisely whatservices are required. Thus in Uganda a procurementexercise was delayed for almost a year because the localMinistry of Education failed to perceive the differencebetween a printing tender for books where theythemselves own the copyright and an adaptation tenderwhere they were trying to achieve the adaption of a textprior to printing alongside their own books.

- 76 -

Whatever the procurement requirement the basic method ofacquiring the services or goods required are:-

(a) Direct negotiation (this can frequently be alliedwith a requirement that the supplier showevidence themselves of seeking competitive pricesin the manufacture of their product. Thus inprocurement of finished books, the Ministry ofEducation may well have decided on pedagogicalgrounds which books it requires but the finalprice it negotiates with the supplier may well bedependent upon the supplier providing evidencethat it has sought competitive printingquotations either for the stock currentlyavailable or more particularly to any specialreprint which might be produced for the project.)

(b) Limited competitive bidding in normalapplications would be used either for localsuppliers, for suppliers with known, specialistservices or for suppliers with particular localknowledge and contacts.

(c) International competitive bidding.

One of the fundamental problems with all bookprocurement projects is the considerable number ofvariables to be taken into account and the fact thatmany of the variables produce contrary effects forevaluation purposes. Section 3.6 provides criteria forthe assessment of the suitability of school books. Inthese criteria it is fairly obvious that while low priceis an attractive factor, high production quality willlead to longer lasting books but at the same time willincrease the prices. The cheapest book for the bestvalue in production terms may not necessarily be thebook most suited to the local curriculum. The balancingof these factors in the procurement of finished books isa skilled professional task and it is recommended thatprofessional assistance in establishing the evaluationparameters be sought in any exercise of this kind. Wherepartial services are being sought e.g. in theprocurement of a license to adapt a title, the projectmay wish to remove some of the competing factors byproviding detailed specifications of its own. Thus in anadaptation procurement it should be possible to specifythe production standards precisely and thus remove thatas an element in bidding. In general the more precisethe specifications for any procurement exercise, theeasier will be the task for the evaluation.

The evaluation of negotiations or bids is again a fairlycomplex process and examples of evaluation schedulestied to bids are provided in Section C. As a basicprinciple, all bid documents should be matched by anevaluation schedule since no bid document can beproperly presented unless they precisely specify not

- 77 -

only the information required but also the format itshould be presented in to enable evaluation to be aneasy as possible.

7.2 Other School Supplies

This paper has been concerned primarily with textbookprojects at primary and secondary level. However itshould always be borne in mind that school classrooms tooperate effectively also require exercise books, pens,pencils, chalk and other basic classroom supplies.Distribution and storage problems for these supplies arevery similar (but not identical) to those describedabove for books. In many other aspects, however, theirprocurement and funding are significantly different.

All projects concerned with books supply should be awareof and comment on the availibility of other classroomsupplies.

7.3. Library Provision

This paper has also omitted the role of school ornational library systems but brief mention does need tobe made of the subject. In countries where even the mostbasic textbooks are unavailable the first priority mustalways be textbook supply. gowever as soon as a textbookproject at either elementary or secondary level has beendeveloped the pressure for the development of sensibleschool based library systems grows immediately. Thedevelopment of the reading habit requires additionalsupplementary material if it is to take root and thiSimplies in turn basic library provision.

In many countries the development of a national schoollibrary service providing a variety of supplementarymaterials to rural schools on a loan basis has workedvery well.

School library services however whether national orschool based are not susceptible to easy cost recoverySystems and must always be seen as a necessary charge oneducation budgets.

It is the opinion of this paper that library developmentat all levels is a crucial factor of every second stagein a book development project and can be used as aneffective emergency measure to provide some limitedprovision, particularly at secondary and vocationallevel in severe cases of book starvation. Library loanschemes (book banks) using multiple text book sets andcosted to recoup investment out of loan charges orschool fees can also be satisfactorily developed asadjuncts to cost recovery oriented revolving funds.

- 78 -

S E C T I O N C

E-AMPLES

- 79 -

-EXAMtPLE ONE'c . S?ECI'MN S_LEC7ION CRITERI7A .-0R 3OCKS

NB.: The faccors proposed can be varied in weight by increas'Lngor decreasLng the mark allocaced co each so chac the profilecan be geared to che Liberia requirements. It is also possibleto make achievement of a basic standard an absolute requirement.Thus a curriculum conformity scor.e of 15 implying 75% ofcurriculum topics covered could be a necessitv i.e. even ifthe book scored highlv on all other factors it would not beconsidered if it did noc achieve the minimum scandard in thatparticular category.

1. Basic Scoring

Categorv Points Awarded Notes

Conformity to 20 20 pts would imply thatCurriculum every topic in the

Liberian curriculum wascovered in the book. 15 ptswould imply that 75% ofcurriculum topics werecovered. Relatively easilyscored by checking contentsagainst curriculum.

Pedagogic 15 More difficult to score:Suitability require panel decision

in advance about kind ofbook they want. e g.Number of exercises, ideasfor further work, dis-covery based approach,full content coverage,suitabilitv of languageetc. Panel needs guidanceon scoring this.

Presentation 15 Do not confuse withand Design Production Qualicv or

Pedagogic Suitability.This category coversactractiveness of book asan aid and inducement tolearning viz colour,quality and relevance o.illustrations, lavout,amount of white space etc.Again scoring guidelinesneeded.

Liberian/West 10 This can be varied LnAfrican 3ackground weight upwards (for

Language Arts) or downwards(for Maths). It shouldinclude personal names,place names, fruits,vegetables, flowers

- - illustrations etc.

Category Points Awarded Notes

Price No Score A price limit shouldbe set, above whichMinistrv of Education isnot prepared to pav. Anybook more than 25% overlimit is unlikely to beable to meet basic pricerequirement without suchserious reductions inproduction standards asto render the book un-trustworthy and such booksshould not go on short-list. Price limit shouldbe related to IDA projectbudget assumptions ifproject is not to beoverspent and to futurelevels of maximum parentalexpenditure on books.

On the basis of the above relatively objective assessment ashortlist should be chosen which covers basic requirements,is within the outer cash limits and has virtues of presentatiand pedagogy required by Liberia.

The shortlisted publishers should then be telexed requestingfinal prices book by book, for specified quantities andguaranteeing to meet minimum production standards.

On receipt of final prices, the three shortlisted booksshould have their preliminary score adjusted as follows:

Production 10 Books that meet minimumscore 1 pt. Additionalpts score for qualityof materials and processesup to 10. Productionexpert needed for this onshort term basis c'onsul-tancy basis.

Price 20 Books at maximum pricescore 1 pt with addi-tional pts for decreasingprice.

Price and Production Quality scores should be added to basicassessment scores to get a rank order. Even now a 2nd or 3rdchoice book could be chosen provided that the differentialbetween top score and chosen book is not greater than (say)9 pts (the differential acceptable to be decided in advance).

Modifications of this system have been used in the IDA projectin Uganda and will be used in the ODA project in SierraLeone.

J

...... ... _ §_._ _ _ -I . O1

4;It.Ali*: IJ4III1IIII.N' IN % N . OFW 1(111 NO. O TMIR NO. OF TMR READIER DICTY Al-LAS IIL 1,lII1lxiS .& '.4./ ! ATtE1 A:Nl:CIl H'K(: . 1100K HX flIW S OOK c nIER BOOK I iOCUIlE CONDIT ION$ ,X1 t0n1:

'I'(1'11S PUPilS BOOKS lAST SIlil'l'. | ~~~~~IktUS BOK . I

: -= ___ __ _ __ : -_ __ = . __ _ __ _ _ __ _ _ I _ _ __ _ __ _ ._ __ I: ____ 5 __

I~~~ ~~~39~~~~ ~2'5 1 oSo- _ _ -3t I___ __ Xs l 6S- SO.

t_.1- t, L.AI. -

i . __.o _ __ ,_ C:f\,~ . - . .. _____ .er12 Qt5a . _ _ _ . _ _ _ _ _ __ _ .__

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. . . . .__ ____ I_ _ __ .______ 10I4L,. .1-L. -A

I,I - . . -. - . - __ _ _ _ _ _ _ . - ___ _ _ _ _ _ ___ _ _ _ _ ._ _ _ _ _ ___ _ _ _ _ _ _ _ . ....... ._ ___ _

II Ia\IIi IsIIL^ _ QA,,.j wd t'uj Hn 5.

. ~ ~~~~~ ~~~~~~~~~~~~~~~~~~ .b~ Ct

PRIMARY SCIOI. VISIT RECORD CARD

NAME OF SChOOI M1V-i t\gT10b%WI QftArtRO DATE VISITIEn 14A&J %0t%4

BRIEF DESChlIflION OF IDlCATION: Ott riIp$tA - nhvtsn Q., 81 niw faun %fil-iun I utA off.

cONDTioN OF BtiliDTNG CENEIAL: jgN4%cw '%AL _ 1&s,Aisb; Cyk,41 fAuAtI a 6% qt t* _4

WUAMEIrPROOFING tIA.N e S,4 eobf - R2. iers 'b D ______

SECURIVTY tP%P btC" L 4 no SAUtfUS

WtTr'RNAL. CONDITIONS: BlACKBOARDS : CLAWs I-u, or, Ll4_ A !1L&t4 fslAu£ %_is!l_ .

rJRNITThRE :bes.'g . , Cow,u So, , p $sC a e. *s * 5DA CAIAb .tg r=UVaA,tirl(-*

011E[R EQUIMJEWN ARMBOARDS: C aIAI: V PENS l'ENCIlS RULERl.S: ge )q2L.LQ L, i

EEXERCISE BOOKS R/PUR :ScN....L iL. & tt SClllO/ClASSROON Sli c9 j S

SCIIOOI. tNAENA m' EI)IIQUlt4Elr: AlDMTSSION REGISTER : , , 'fiL ArrENDANCE RECISTER * % _

LOG BOOK: _ STOCK BOO :1n.t v, ,gCASII BWMO

SCHOOL/ClASS NOTES 6 /6 CUM t4f WM % _IaSIAaM SY"AllIUS ,/

SCIIOOL UNIFORMS

3 8^t. 4 2 (eeL C \n u ^ YS % .rgg~E dt*b E 4 %goWt4 .t?l

t4- l4. s~~~~~~~~~~~~~~~~~~~~~~~~ & ~~~~~~r tD 1ID At I I d

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it) , I- , tt :11 tn s10 sI : f 1 l t t. . g .IDl lu tDm 1 t 11 tA In I4 ID Ilk Ill CA,s f I 11uh41t ~~~~~ ~~~:1 Itt It 11A Is ;II; t r1'1I ^ *: mt e re f~~~b c_ -I 10 &tt n>t t ' t t>x ,: w ts i " s lt tt I -r . ,- ,,* ,,, fnC: * 0 n I-.3 ID 11. rr ID 1 PF. It) to tD tU Ii ID : I:. PX IP OI>tU 1i:14 ln ID In t1 ( 1) oJt il ItI P? &1 : 1t) 1 1 1 ol J Itu ll '11 #l A tnlJ j i !. ;, , tn, li, a~~~~~~~~~~~~~~~~~~01 ,t :s- 0 S-tn; t) I., II 1t rt I. I I ft Ito i;§

t~ ~ ~~~~~~~~~~I ID ,. n ,,1 ., I I. I- ,4 , ,, ,L I It, t. , fit * ..1 :t ,-I. , , n , ,tt xfp '1 ft- ID pl O tn fD tit O~~~~~~~~~~~~~~~~~~i ) 11¢ ,il (11 I0 irk tlb 611,, , PSl' i,: 1 o1) er 11} {\t. P Ft t) n. :r o o l. tr~~~~~~~~~~~~~1 It la t rn o I 1 t (Dit,t ,s. |s*,sID rr I QP;.I nt .1 t4 iln , ,* 41 g t ^nt.I.tOz 'Lqtt;ft. t (D PI- 0L; Ob .,r 0 r m- N lt Fs m § n ll nl

tn & { fD R: {t dP | . *< t , m~~~~~~~~~~~~~~~~~~J fl 61 1- Al l Irt't t.) tD ID t) * 1t X tD tu 14 bI gt f't .!, ;t n f) | !, | s ^~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~AlP. : IIf

Ut~~~~~~~~~~~~~` fD i-t 1l ID 1 tr f -).Di l~~I t.' fllOt.,l* , l .tl} tr*tr t(} tt 5 ttt o ;S' ttr'tr DS It ma a,l aW t

°to tiAM t It$t lb 6- Ift l1 F is Iti H.t rD1 l11 la Sol iD :1 1e ofIl

IA ~ ~ ; I -I tt A W It t ~~~~~~~~~~~~~~~~~~~~{ 'tr t' tv t u W - .4 17

ICm ;v (1 P. m1on I , 9 6 m I-, In I t cn~~~~~~~~~_#

EXAMPLE FOUR : COMPARATIVE PER PAGE COSTS OF oNECOLOUR, TWO COLOURAND FOUR COLOUR ORIGINATION (AT 1982 COSTS)

In general terms the cost of origination (typesetting, artwork,film making, colour separation, etc.) charged to a book can varyfrom nothing for an uncorrected reprint of an existing title to asituation where all the above elements have to be paid for andspread over the print run when a new title is created.

10" x 7½" black only US $ 46 per page (Teachers Book)

10" x 7Y" 2 colour US $ 90 " " (Pupils/Activity Book)

10" x 7" 4 colour US $225 " " i" / "

AS 2 colour US $ 68 "" (Supplementary Reader)

A5 4 colour US $195 o f ( " " )

Thus, for example, a 128 page 10" x 7½" Teachers Guide wouldcost approximately US % 6,000 to originate.

EXAMPLE FIVE : COMPARISON OF NEW BOOK AND ADAPTATION COSTS

If x is the cost of originating a new title, a 10% adaptationwould cost approximately % x and a 30%o adaptation would costapproximately two-fifths x. Thus, using the origination costs inExample Four, a 10% adaptation of an A5 Supplementary Reader in4 colour would cost approximately US $ 49 per page zor origin-ation as opposed to US $ 195 per page for a completely new book.

To place this in the context of a full costing, assume thatorigination cost is 40%' of total manufactured cost for a neweducational book (an 'average' value in a medium sized educationalbook market) and that overheads, royalties, etc., are calculatedat 75% of total manufactured cost. (NB: the greater the origin-ation effort the higher the cost of overheads and authorship,)On this basis the impact of adaptations and reprints for anidentically specified book in production terms, etc., can beillustrated as follows:-

New 30% adapt- 10% adapt ReprintBook ation ation

A. Origination cost 40 16 10 -

B. Running cost 60 60 60 60

C. Total manufactur-ing cost .00 76 70 40

Overhead charge 75 57 52.5 45(- 75% of C.) -

TOTZAL COST 175 133 122.5 105

NB: This also assumes common originating/manufacturing sources.Costs could vary greatly if efficient suppliers were chosen.

EXAMPLE SIX : PRODUCTION SPECIFICATION

TYPESCRIPT READY FOR PRODUCTION

Series ............ ISBN , .................... . -

Title ...........................................................

Author/Editor ..................................... ................

Trimmed size ..... x ..... Bitndin? style: sewn/cased/limp/wire-stitch

Extent .....

Typescript details:

Title page Text chapters

Title page verso Notes

Dedication Appendix(es)

Preface Bibliography

Acknowledgements Glossary

Contents Index

List of plates

List of figures Picture details:

List of maps No. of line dwgs as

List of symbols/ figsabbreviations No. of line dwgs as

Foreword figs/plates

Introduction Underlines for figs

proofs required. To be held for ........... weeks

... revises/page proofs required. To be held for ........ weeks

Bulk stock required by ......

Cover: 1/2/3/4 colour line/half-tone/self-covered160 gsm smooth cover board/240 gsm textured boardlaminate/varnish/plain

Text printing: 1/2/4 colours Proposed print run ..... copies

Date

EXAMPLE SEVEN : REQUEST FOR ESTIMATE PROFOPMA

PROVISIONAL SPECIFICATION FOR ESTIMATE

Series ............................................................

Title ............................................................

Author/E-ditor .....................................................

Trimmed size ..... x ..... mm. Extent ................

Text consists of ............ words

pictures as line/half-tone

Text printing 1/2/4 colours

Text paper: 100 gsm/85 gsm/70 gsm white cartridge/printing70 gsm/part mechanical printing

Binding style : sewn/cased/limp/wire-stitch

self-covered1/2/3/4 colour line/half-tone160 gsm smooth cover board/240 gsm textured boardplain/laminate/varnish

Proposed print run .............. copies

proposed production period ............... .. .. ............ ........

Other details:

Date _

EXAMPLE EIGHT: SCHOOL TEXTBOOK REQUEST FOR ESTIMATE AND QUOTATION

PRINTING SPECIFICATION AND REQUEST FOR ESTIMATE

ENGLISH FOR PRIMARY SCHOGLS

PUPILS' BOOK I

FORMAT: 248mm x 187mm

NO. OF PAGES: 64

TYPEFACE AND SIZE: 2 pt Gill sans text; 1 pt word list

PAPER: 80 gsm woodfree minimum opacity 94,

MARGINS:

TRIMMED HEAD 3½ PICASSINGLE BACK VERSO 3½ PICASRECTO 3½ PICAS

TEXT WIDTH: 36 picas 41 characters per line

TEXT DEPTH: 20 lines

ARTWORK: 62 pages of 4 colour artwork (over 300 pieces)

COVER AND BINDING: 4 colour 230 gsm one sided artboard wire stitched3 wires

QUANTITY: 318,660

COST ESTIMATE EUROPEAN PRINTER

ENGLISH FOR PRIMARY SCHOOLS

PUPILS' BOOK I

FORMAT: 248mm x 187mm

EXTENT: 64 pages princing 4-colours throughout

PAPER: 80gsm woodfree cartridge

COVER: Printing 4/0 on 230 gsm cover board

BINDING: Wire stitch 3 wires

300000 25000run-on

COMPOSITION 640

TEXT AND COVER PICTURE ORIGINATION 7500

PRINTING - TEXT 19800 1500COVER 3500 200

PAPER - TEXT: 330000S 1040 x 1530rm / 80gsm 27726 2311- COVER: 41250$ 785 x 1040un / 230gsm 5445 454

BINDING 7750 625

DELIVERY F.O.B. SOUTH OF ENGLAND PORT 800 67

TOTAL 73161 5157

UNIT COST 24.39p 20.63p

EXAMPLE NINE

I.iE 0VE1!l'T2UT O.' TRE REP'TL:-cOF SIERRA L_ONE .A2ID HER :METY'SGoCERNMET

2cc.- _,; :

BID PAC).?: GOV"1HMNT OF IP5BLIC 0O STIERA LZCNE (GORSL) -ZIA&STf' SGOEAR1T (m)

?LY2IA IA ~t'I=s CcmSZ

This bid pac:kage contains the following:-

I. 'he ltavizataa to Tender, plus

Schedule A - Project Assumptions and Background3 - Training RecuirementC - Detailed Training ElementasD - Eligibility RequiremencE - Contrant CartificateF- Bidding ConditionsG - Bid Submissiou Forms-- Uadertaking to Provide Trainiag

2. The Ministry of Education Primary School Mathematics Syllabus.

3. A guide co che range and qualiry of books required.

I3; This guide is ao; intended to be prescriptiveanud endering publishers should interpret itfreely in the light of their own material andperceptions of the syllabus. The project budgethas however been based on these guidelines andany radically different proposals will still haveto fall within the project budget.

4. Sample copies of the existing Ministry of Education course consistiagof

Pupils Book 1Teachers Book 1Pupils Book 2Teachers Book 2Pupils Book 3Teachers Book 3Pupils Book 4

Publishers ara invited to consider th:s course for adaptation and to nakeproposals as a potential alternative to the adaptation of cheir owv n-t-rials.

5. A specimen Schedule of changes needad to Pupils Book i (as abo'e).

6. A samcle unit (uniz of 6 Teachers Book !) of the S E.2rra LeoceMathematics Course adactad by the panel.

7. A design rsugh of che adaptacion of 6 (above). -his is io:prescriptivc .

a. A statem nc of Sierra Leone authorship policyr.

Pa,^:enc will be =ade by DLrec: Disbursement ia St_rli-g fro" tne Cro-r. Ans;-.CSto the successful publiszhr on notification of accepted deli7er7 cf chemataria! to che Tow'r HJill Cencral Warehouse, Freetown, Sidrra l.eone.

FiLve cLoiZf- c'f a:l ;ids (In=Iludin; foras) should bu submi:;ed in Salai-P?.,; a-es to Frlaces :IicL!:!s, C_sigr., Frcduc:ion and Publis.ing uepar:~r::(D2'), The Bricish -ounc!ci, o6 :avies Street, Lodos WI.Y 2 by chu. Ins2ndaLe and ti:z. All ' SukL i0onS shculd be ac:ompauied by a se.parste 1l-:er

demonstrating eligibility , addressed to Frances Nichols, DPX and marked

ELIGI3BLITY - IN CON'rIENCE.

Submit:ing publishers will be aociJied in writing by ewe Secrecary of :he

Cen:ral :ander Board of. he GORSL cf the ourzome o- :heir bias soa 'aear haa

^23 -ece=ber L983.

Please read through all the papers in the bid package carefull7, payiJg

particular attention to the required form of your submissions as see cu; -'

The tavi-tation to Tender, and the closing date for bids.

Tendering publishers are required to submit the Bid Submission Form

(Schedule C) and the Undertaking to Provide Training (Schedule U), dully

completed and signed along with Items 1-4 of ...ae Invitation to Tender.

_ q2 -

31D pitaz *-- (---- AJ--

INtVITZIZO3 TO =DzFOR P=Ar&T T=Bo3oOz Su?nLn TO T= GovELEMMr CF

3 .r L_C 07 S T. ST L =0-/" JEz1U LS coy .nirrr F!C

:. h..e 5ove enz: of :ne 3.euoLll of .ie:za _.a:. 3?vS;) ':n -'. .ilassis:iance r:H :e-r '!esty's Go ve:=-e rc xJ, s p n3 _J= >-'_ 2;l

orimarV, :c:bcGk p:5X-e

2. "'he :r z-=e *;;i azn to prov..e course books .n :.- :ur.. a are .

<¢4/,¢ 44<,rt ,~.X. ..c.-.... ...

(E3: ?arraanh 3 that follows does not app.ly co the '-:gonbid package ar.d should be igr.ored in chat packae').

3. The Xiiiscry oF gducation of the GOR3w has already ori_'na:ed and holdscop-tright in some 3a:erials which might be suitabLe for adaptation co =aec theaeeds of the newly approved primary curriculum and interested Publ.ishers arei.viced co consider these materials with a view to encering a co-publishinga-reemenc with che Ministry of Education for the supply-of the schoclmacerials.

I

(&3: Paragraph 4 thac zollows does coc apply to che 'Social Studles'bid package and should be ignored ia chac package).

4. The winiscry of Education would also Like to consider ocher publishedmacerials suitable for adaptation to fit che needs, require=en:s and budgetcso4 the curriculum and cne projecc plan and invites i-nterasted nublisners tosubmit samrpAes ad orocosais as saC cue below.

f. loch ..is_:; of. iucation-owned iacerials and oc."er sucna:zei sanoi;-swhere appropriate will 'be considered equally and vichout prejudice acandidaces for the bid packages-liszed in Schedule A. Auny publ.isher maysubmic proposals for his o-n material as weLl as proposals for hinisery ofducation aacerial buc each proposal nusm be submntted in separrae s-,al ed

packages a-d with eparace declaracions of conoe:iiaze and eli-ib_'L:y ; srequired in parazraphs t,7, 8 and 9 belcw.

6. 1..eresced tenderers should suogly the .oa owi.ns i:e=s fOr :..c_: ,.;n-nater.ials:-

Itm 1 A decailed brsakdown, grade by gr:ade cf =aterisls t, oprovided, the quantities and Cheir cost (as s:i- idin Schedule A5 artacnled). A su= .y sroul- be a::s::e':onvenaien: reference. Znese cos:s sncu_' `.c;L..- __

O_O_s-:n/ ada2pr:i.on costs ( n................... : d_.g :he ....... _:; , - ...... ~S .rra Leone t3 con-c;ui and ucrk ue c au:tnr-L Mrin:or-:- :urricil' l- Mn..s:r' OC _stc -;, a; raw mater _:s, =achL n..ng end o::eorrpr-,rc:1-â' coscs, all au:hor renu.eri: r., ?-: ---

_e a.cs-<: :. n J :ys*:: .3 > d ?- a~ ~ ::- z.i:-r, :..: - .Soust 5n.~ s; Sd a:3eLy a..y . noi eeo--Ž::s ~n :-~e c;s_; :e ;:

,;S G. : ? _ 2 .' a :. C * * - ---. e

:, and _ e&ioIcA be f:i-c: and rm but :_srs S- :.:roK;c:Xwr. ;-an te * ;-1 on :ae S_ae n-s.; ,s L: as -:

-.. :c.:?._i :.~ -*. i_t _0r 3u_piy i.. scnuoc year :-~-* -:

: ::.c rc:.... o:. côrc:.oen:: at ;ns-r. îzst;: s.c. o-

_ 93 _

quoced i3 EST for che delivery dates specified in Schedule C.la the evenc of a bid being accepced wichout subscanc_ve changeas rhe evencual bid winner ehe prices quored will be exzec:adto scand.

Icem 2 A speciftiation of guaran:eed produc:ion processes _ -amaterials to cover all materia2ls lIzced ;;ea= I.

t:en 3 A eca-:i-cat4-on of conaeac, .apDroach and design suf:--.n:co P.ovide :ne :ender 3oard wi:;i a clear _ccure af :nesui_abiicy o, :... aeria.s fzr =he approved curr::ula.This should be accompanied by sample cooies .ui:a -_:, -.sui:able for adazza:ion to :hac section of che :r'-arycurrirulum covered by the bLd package; derailed scae-ene:s of,,.e changes needed co the samples :o comn'y wi:h che pr:y

curriculum (these should be in derail for Grades ' and 2 andic oucliae for Grades 3-6); and speci3ens of changes :odanons:race boch che abilicy co make rhe changes and :'ae scy'eo~r xcurion.

tran 4 A timecable of activrieis and deadlines required co complatethe project on schedule. BB This timetable will be iacludedas a conti;ion of an eventual contracc.

7. Five (5) sets of the above material (ITcms 1-4) should be sealad wi:hthe Company seal and addressed to Frances 4ichols, Design, Production andPublishi=g Deparzment (DUX), The British Council, 65 Davias Street, London WIY-. and marked !TZflU - TN CONFIDENCE. The bid package reference should beIdentified on :;.e outside as well as the sender's name and address. Zacnpackage should be aumbered _ !1/5, Z/5 ecc. The weighc of each is.di-dual;acka;e =us; aoc a-cceed Li kil.s and :he dLens ions :;usz noc exc2ed

id x !Z' x V. The pac'kagss must be delivered .ichia the cander dead_-.ne asspecified in paragra;h 13 aeiow. Failure co marx the bid ' c. s ---:?. -

AN CONcIDENa -may :esulc In their being ogened prior co receipt by theCentral Teander 3oard. The Bri;ish Council will 'ear mo responsi`iliry Lf ;his

happens.

3. i3 a separace sealed envelope addressed co Frances Nichois, :PX aaomarked TSMDER (ELIGt3ILITY) - IN CONFIDENCE and attached co the ':rsc sea_-dpackage (paragraph 7 above) the tenderer should orivide the foll-lwing:-

.! gv_.nc ' c. elig-lgilizy to cender (see Scr.edu'e 0 a::acied2.

.2 The complecad contracc certifi_ace (see Schedule _ ac:ac.ed,.

9. Ail ocher supporting documencs required by c:e Cencral Tender 2o.-::should be inccLude; in :mne frs:t bid package. This will con.;:s: -

.: Astace_e.; zo indicate che co=pecaize,:-c-,r.rc-_-expen:ence , .e :- onza to under:ai ee pro2ecr.

-^=21.ei:ad 3_d Form (see S;:-edWe !-: *- -- !

.3 C5?oe:ed ".d:r_z.-.ig ?: arov.de -iin-i-.5 Ser:e ';ee i.-.;-.-..:ac...ed) .

:,. :_:ns amak-ig proposa 3 for :'inZsCy o _du.z:.-. o -che same i as in 6, 8 and 9 abcve buc il::

- 94_

SC3EI)Z A

P°2JZCA ASSUMPTIONJS AND LICM=.U2ID

This Schedule is or,anised into:-

.A. Prita Runsi. 2roduction and DeLivery Schedules

.' .3Adaptacion PolicyA.4 Yreight and Insuraace inscructionsA.5 Cosciag Presentation1.6 Authorship

A.1 PrIt ;:= Schedales

Eszimated print runs are as follows:-

Puuils Books Readars Teachers Guide

GZ. 1 64,000 - 4,5002 46,000 16,500 4,5003 40,500 14,500 4,5004 37,000 10,500 4,5005 32,500 9,500 4,5006 26,500 8,000 4,500

These print runs may vary slightly in the light of the situation at the ti=eof going to press. However, all cost estimates should be made on che basis ofthese estimates. The e3timate must be based on rhe books being typeset andprinted in the U4 and any foreigu elemencs in the production process should beclearly shown separately.

.2 Production and DIi'7ery Schedules

The school year begins in Septenber each year and it is intended that allbooks 'will be distributed to primary schocls before the start of che schoolyear. To give time for local distribution all books supplied must be in theTower Hill Central Warehouse, Freetown, by 30th June preceding cha beginningof the school year. All cimetables for product-on and delivery masc be basedon this delivery date. However, because of the shortage of ci=l for aheadaptacion, production and delivery of Grade L materials, publishers shouldprovide timecables showing earliest possible delivery for Grade 1, buttimecables fcr ou-time delivery of Grades 2-5.

It is roc incended that all toxtbcoks for all g7ades of a curri:ulum area beproduced at once. The project tc.xecable for boo:k suoply is as follows:-

3y 'une .98' - All materials for Grade 13y June 1985 - All materials for Grades 2 an-i 33y iune 1385 - All materials for-Grades 4, 3 and 6.

L7: A'.:hough i; is curren.cly a 7 grade prinary str-ucture iz w4li 'e chan-ed- to a 6 3radc structure by the tine of pzojace cooenzexene.

1.3 nprc_aticn P)ic-y

ln addition co adaota:ions rei!tired to fit the specific curricula i-ndpedzgogic aneds of the r- u syLlabi there is a geueral ad,Ftaticn poly ih

should be =a:en into acc ret whea submittiag proposall.

9 e

produce in addition design roughs and layouts to demonscrace the scyle ofhandling ia some decai'l. It is also recomended that specimen rewrites andadapctaion be included as appropriate.

11. A.'l s=Dle naz;:_als mrovided -ust be i-. '.e __gl sh 7aeg-a5g

12. ernderers sna'l agree co ale GORSL usia; all i -.noraacion suzoLied --d -' va a_ a dec_son as cO c..e st_aosi_-- -o e ;ener. aaa :-I ,eo_d_

sanop_ naaes::;l., :a.d also _h^i: hs decSi..'; GdisiotL aU a 11 .e _-Z._-;;:h ao Sr:unds for appeal.

13. A.1 1 proposals 4i1I be received by Frances Nichols, ZPX -?o and_-.^r,:.- er :?_ ia her office, 65 Davies S:reec, _ordoan YSids received a}cer chis dace and hour will be re;urned ualopened.

14. Tenders will be forzarded to che Central Tender 3oard of the GCRSL andcoened in the presence of che Cencral Tender Board, in public, an che officeo- che Chair=an, Central Tender 3oard..

13. Any bidder wishing to makz any enquiries in connection with the bidbefore bidding should address such enquiries by writing co Frances Siahols,OP%, British Council, 65 Davies Streec, London 41Y _ZAAat least 10 da;s priorto the closing dace. The question and replie_ will be made. known, o :-e otherbidders If the matter proves .o. ,eneral *substance.

16. The GORSL reserves the right to reject any or all bids or make the awards.or co=binacions dif'erent to the grouping of the bid packages.

'.7. All !irms submittinlg poposals will be informed ia writing on ar befOra_ _:-:s- ?1933 of the outcome of their bid. T-he7 may however _e ra;ues25d to

zag arr na-ents to visit Sierra Leore ac :nei: ow e.xpense for de 5i sa- c afinal liscussions with rearesemcacives of :he X±niscrr or Educacion or:or to _

revised subnLision i- this is considered aecessary.

* -,,^ IaM Msdcn

'Cn:: _:s Z4pamen:

-.er Maz2esv'is *jozrinent

* _~~~~~ 96 _

ltc is required aS follows that:-

.1 all personal na=s used in the text should be fani.liar nases -zchildren ia Sierra Leone.

.2 A.ll place ranes should be Sierra Leonean place names e-czec ir.sa r :is a deli-beraze intenzion of the material to ;lluscraca or nrov einforac:_o on a aon-Siarra Leonean si:uatioc.

.3 A-ll foods, activ;i:±es, customs, manners, dress, culture andappearance mwt:ers, whecher textual or illustrative, sotiuld befamiliar to :i;erra Leonean children.

A.4 7reight anad Inaur-ce

All items should be CI? Tower Sill Central Warehouse, Freetown, Sierra Leone.Evidence of insurance from a UD registered insurance company for che fullreplacement valoe of stock will be requirad of the successful bidder.Packaging should be of normal export quality. Printers' packages. or bookcartons should be water-proofed, collated on pallets of a l metre cube andcontaiuerised where chere is sufficient bulk. to make this possibla. Suppliersshould be prepared to attempt consolidation arrangements with other suppliersIf chis is feasible, and required by the Textbook Task Force Office. Thebooks should be sent out by the first available ship.

Proposals and coscings must include the full cost of freight and insurance.

A.5 Prtesentiou of Costinas

All costings must be on an individual book basis. r'.hile there is no need toprovide a detailed breakdown of cost, Teuderers could be required to answer'questions on cost composition during evaluation procedures. In all casescost of fraight and insurance should be shown separately. The authorshi?elements of all costs should be shown separately book by book. In the case ofentirely Sierra Leonean copyright the publisher should expect to pay to theGOSSL an authorship cost of ZOZ on basic production cost (6rigination +running cost). In the case of adaptations of commercial materials the normalexpected royalty should be shown with the allowance made available to SierraLeonean authorship.

E.G.Authorship Unit

Total Cost Overseas - GCaSL Cist

English Pupils Book I

DOfiaition5

.1 Tocal Cost (Orig±natioa cosC + running cost)t ( allowaoces for overh1Sadz, authorsci?

but not including frei,hz and insuraace)

.2 Total Auchorshio That % of Total Cost above allocated _auchcrship. la saould be prozided, broi:en do--m betwitenoverseas and : alloca,ions.

.3 Freighc & lnsuranr.c The total cost of fre-±.t 4nd insur-..:e orall =caroials cancered f^r Crade 1 (first dal;vsry), Gr2d-s 2 and 3(,econd dalivcry, ceparately and provisional) and Grades , 5 -. d 6(third delivery, separataly and provis-ccal).

- 97 -

.4 Unit Cost Total Cost by Print Run.

A.6 Authorship Consideratiors

Wherever possible Sierra Leone aationals should be the authors of adapcedmaterial derived -rom publisher awned macerials a:d che idapcacions zesisedfrom MZnistrv cf Education cori&ghc manteriais. I: is acceprad Ihat or_ginaiauthors of publisrer owned material might also wish to be involved ;.:hadapcations. I: is also accepced that on occasion professional authorship =a,,be reeded on Ministry of Educacion owned copyrighzs. Nevertheless :..edevelopment of Sierra Leonean authorship capacity is a vi.al part of :he

project and every emphasis and opportunicy should be given to ic. ?i.blishersshould indicate where they have already identified Sierra Leone nationals aspotential contributors to adaptations. Eowever, in all cases, whether forcos=ercial adaptations or Mi±istry editions, successful publishers will beexpected to meet the Task Force soon after awards (and before contracts) toagree the ivolvement of Sierra Leone nationals in the materials to beproduced.

_ 98 _

sm B

Tbese notes apply only to publishers offering proposals for bid opc;es

I; is a basic Principle thac publishing :rainiag for Sierra Lacae naa'sn.z_;should be a '.;e7 part of tiue primary textbook projecc. To ensure that :_:c-.i gof a required level iS provided che training element will noc be oart o:the bidding procedure. 'levert'aeless it is a condition of acceptance t;at allselected suppliers Qill be required to sign an undertaking. to provice .naspart of'the training specified in chils Schedule on the ter-s as statad.

The training requiremanc is as follows:-

T-he GORSL will appoint a Task Force Director and cwo edizors to supervise cheprimary textbook project. it is espected chat chese officers will, at thesame time, develop through practical experience a wide range of publishiagskills which will subsequently be available for wider local publ,shingdevelopment.

Selected publishers will be expected to work closely with che Task ForceDirector an-d with the editor aominated to their curriculum area. Publishersshould cost, in the overhead proportion of their proposals, allowances tocover normal editorial working visits to Sierra LeonLe sufficient for theefficient completion of their concract. All travelling and subsistence costsassociated with this exercise will be the entire responsibility of checontracted publisher. At the very least two visits per year will be expectedduring the first three years c the project. During these normal editorialvisics local seminars/worksnops on some aspect of publishing procedure orprofessioaal skill will, on occasion, be required and the publisher would beexDected with reasonable warning to provide this semfnar/workshop service.Such requests will ouly be made by che Task Force Director, will always be atthree moath's notice and always in association with a normal professionalvisit. In such cases, all costs additional to the visiting editors'stravelling and subsistence will be paid out of Project funds. Ou occasion,such workshops will be required to be run in association with other contractedpublishers.

In addition to this requirement the project will provide a m±nimum of tan manweeks of oversaas training per year so that the local editors and Task ForceDirector can work closely with contracted publishers, attend professioualcourses and be generally involved in the work of a rpblishing house. ''i:hfour curriculum areas co be contracced, each contract will carry a miniu=mcbligacion to assist to a m.axnit of 2½ weeks per year.

On over3eas training the pro4ec: office will pay for air fares, subs.tanctallowance and the fees to professional courses. The concracted publisher ; 'be expected to assist in identifying suitable local accommcdacion and inconstructing an adequace traiairi- rchedule. It will also be expected tJ -overanv aecessary local travelling expenses. An independen; supervisor wilIinspect :he craining ar:achmtinc offered on behalf c tite proiect if reqUos;ed.

All contracted publishers will be e-:pected to si-n the agreement in Sch dtae a

- 99 _

S*ULz C

SC =L= OF =A±I=IG l3 a G 3Z U: Ci EU:3LS- U,7 !v77Sq CF Ss 911 B

' Tas_ orce Diractor's Trai-n-i

A. Editorial

gdi:oria3a ?Research TechaiquesCommissioning authorsLiaison wirb authors and series editorsEstablishment and supervision of system for safaguarding,

checking in and ouc all LISS and ocher book materialsAssessment of estimatesChoice and preparatioa of readers and assessors of materialsAssessment reportsPreparation of proposalsNegotiating termsPreparation of coutractsBrief introduction to copy-edicing cechniquesramulacion of editorialtyolicy

Allocation and supervision of editorial work1aintain±ng efficient procedures for work flow

Control and review of royalt7 and fee paymentsLegal background co text and copyright ownershipContractsPermissionsRczruitcent and training of staffArrangement and supervision of job trainingDecailed praccice in copy editing and MIS preparation work

3. Production

Tstroductory and familiarisation sessions on:-

Book design and preparation for printerPage lay-outPreparacion of edited typescriptPrinter's specificationsSpecimen pagesCover designCommissioning and briefing illustratorsA.ssessme=t of illustrative materialAssess-ent of proofPreparation of pas_e-upEstimating?:ogress chasingQuocation assessmentOrdern,y3asic introduc_ion zo printing and prodoction rocsssesOr,:nisina and conducting production and progress maectirgs?rcv,sion and mana-ement of desi-n/art servicesProvision and manage=enc of cony edirin- serl7les-C

Paper and otber raw materials

C. ?'blic'.- and ':ar>etianz

Famiiiarisatica w;ith publicity, salas and marletin- ac:ir _ies

-100 -

D. Distribution

order processiaginvoicingStock controLlooking out/order pick.igParcelling and despatchDistriburion r echodoicgy and cechnolog7sc.hocl su-pLy-.e r,le of the bookseller

3ud,etingCost concrolProject managementBook accountingBasic book-keepiagFinanciaL information and systems

2. ?toject Editor

A. Editorial

Editorial researzh techniquesCoumissioning authorsLiaison wich authorsPresentatiou and content of workSynopses and their assessmentAssessment of re-vrics ngEscablishment 'and supervision of HSS control systemEstimatesUeferees and readers (use of)Preparation of project proposalsEdicorial meetingsNegotiating termsContractsPermissionsStyleEdicorial work schedulesChecking copylad exAligcaent with style guidelinesPrinccr's style sheetSoaciaal notations, eg sciance, aaths, foreign Ian-uagesDraurings and illustrative materialBriefing illustrator and technical draughcsmanCoc=isionirn artrorkResearchicS illustzac_ .sClearing copyright, preparing acknowledgemet.:, .rra-,-ing ,eesDesi-ner specifications?roductioa sreci!icationsCaptions?ast°-upsSi:pervi.ior. and maintenance c 3c'nadulesTi-.ising vith salds and marketing (liaising irih 5c'ooL3 and

lusnr to race)

- 101 -

B. Production

AIs ,or lask Force 3izaccor bur ia greacer decail

C. Finance

latraduction eo editorial financial. anagemenr3ooat costings3udgecing

D. Distribution

Exposure to main distribucion functionsUnderstanding of the si-nificance of good distribucion

E. Publicity and Sales

Knowledge of the gain functions of publicity and sales reportsApplicability of tachniques to Sierra Leone -

need for dissemiaation of information to teachers,inspectorace and general public, etc.

3. For Conzractred PEblis6ers

The above schedules indicate the nature and scope of the trainiag required bythe project. A preparatory letter will be provided at least a month prior coany visit indicacing which particular parts of a schedule should be covered.As -uch of the work as possible should be handled in a practical manner inassociation with project .YSS work and except for special professional coursework, the training should never be allowed to delay HSS work. -

After each visit the publisher will be required to produce a brief reportindicating the areas covered and the assessment of the progress and ability ofthe attached staff member concerned.

Suggestions for addicional training or development work will be welcomed.

-102 -

SCi.DULE D

=zGI31UT7 TO z~;

1. lo be eI4_g le for f_ndinz Zr:= bi:t_rai' 3id _nds, :-pan_s aus :ebeen registered and have operacad in che 'u. for a period of Laa: : --oa_sprior co :;.e date of :he :eader adver:isement.

2. Companies must declare all for:ign concenc itcems separately in tna-~costings ie ink, paper and other macerials. Typesettiag, priatinm, _cilaizoca,

binding and finishing =ust be cdaried out in Britain.

- t3-

P

II

1.4

P.,IL

Sc:3L'LZ S

R^.N. "No. APPENDIX C REV!SED

C_7?TA.'.-

oO................. CONTRACT CERT!F3CATE

(FOR CHEMICALS A1JD ALLIED PRO=UCTS USE ALTERNATIVE 'CS.TiFiCAi-S' OVF.; Ai:

PARTICULAP.S OF CONTRACT

1. C3ta cf Contr3ct ................ 2. Contract No.

. escription of goods or services to be supolied to tne purcaaser ........................................................................................

If a number of itams are to be supplied, a detailed list should be appended to thr cewifi'tate.

4. 7otal contract price payable by purcnaser Istr:e CIF. C&F cr FOS) ..................................................................................

............. ......... ..................... .. , ............... . _........... :.........................................

IF GOODS ARE TO BE SUPPLIED THE FOLLOWING SECTIONS MUST BE COMPLETED. If the contractor is exporting agentonly, the information requested should be obtained from manufacturer.

5. E6timated % of the FOB value of the goodsnot originating in the United Kingdom, but purchased by the contractor directly fromaoroad. i.e. value of imported raw material or components used in manufacture as a % of the total FOS value.

(a) % FO valuel .............. . ......_ ... .. ..... .................................... ................................-.

(b) Description of itens a nd brief specifications.... ...._ __ ...

¢ If any raw material or components to be used for this contract originated from abroad. e.g. copper, asbestos, cotton, vood pulp,etc. but have been or wiH be purchased in the United Kingdom by the contractor specify:-

(a) % FO0 value ....................................

(b descrption of items and brief specifications ................................................

IF SZRVICES ARE TO sE SUPPLIED, THE FOLLOWING SECTION SHOULD ALSO SE COMPLETED

7. State the estimated value of any work to be done or services performed in the purchaser's country by:-

(a) Your firm (site engineer's cnarges. etcl ...... ... .......................... _

b) l Local contractor ............ .... .__._._ .........................

E. Qualifying remarks as necessary in respect of paragraph 5. 6 or 7 above.

9. I hereby dccare that I am employed in the United Kinadom by the Contractor named below and have th-? aunorior/ to sign thiscertificate. I hereby undertake that in performance o' e contract no goods or services .vn,ch are nor or United K:ncocrn originviwiI he sunplied by tile Contractor other chan those specified in paragraphs 5. 6. 7 and a above.

NVocz: For the purpose of this declaration the United Kingdom Signed .....................................incdudes the Channel Islands and the Isle of Man. Position held ...............................................

CONTRACTORS SHOULD NOTE THAT GOODS Name and Address oT Contracior ......... .. ......................

SHOULD NOT EE hSA,IUFACTUr:ED UNTIL

AX?--rTANCZ HAS 3EEii NOTIFISD Dae.

FOR CFFiCIAL USr CNLY ' P iEN S,-!irre or n-'mter of Project.. ........... r.........n...unt F .A '° Io...

,~~~~~~~~~~~~~~~~~~~~~~~~~~ot Arun ! Acs;n: 'lo.'

A!-U.- urt Dat eCc-ta ofr |,; t?cd .nryr I DOat nlr; iai I

C-,-'I 7;2 I

I , 'I

I _

Co4--2 * z2- ?05 -

REQ11. NO: APSN0o!X C :-'. .LS1

CONTRACT CERTIFICATE FOR CHEMICAL AND ALLIED PFtDUC7S CNLY

1a. of C;ntrat .........- ..... trac No. .

Project Title (if a2precriate ) ......................................

Cescriotion of Product(s) to £ U.K. i<.e'ff is nr zfOuc' )fbe supilied to Purchaser Price Classif!rctton NQ. U.K. oriJcin

(Note Al Iore B)See N-re (:State Yes or ^lo.

Towtl (estimtadI Contra Price payable bv Purchase in Sterling - .......................................................................................

(Oselarationi I hereby decare that I arm enoiayed in tre United Kingdom by the contractor named below ana have cme authortvto sign this cartificate. and that the above inforrr'ation is correc.

Signed ............................

Position held ............................ __._

Nam and Address of Contractor ....

Dat . ............

NOTES

A. This form is only to be used for chemicl and allied products. most of which are covered bV the aporooriate suo-neadingsof Cr -tzri 15. 2S. 2-5.s and 27-.' of the U.K. Tarift.

S. SEE:

3 (i) HM Customs and Excise Tariff H.M.S.O.

I (ii) Cas:ification of Chemicals in the Customs Tariffs or the European Ccrnmunit.es.

C lii A product is reqzrded as 'Ut origin' it made either wnoll from ;ndtigennus UK m_re;riats C accoraingto :rie appropriate ES-c rjualifying process using imported rmaterias ivnoily or in part.

! ii) The EEC pualifyinq processes are set out in Apoendix 8. Secrtion 1 'EEC Prerferences - Ruie: or Criin'.HM Customs and Exct:e. a copy ot which is availazle for inspeftlon 3t rhe Crown Agenrs O' ce F ;4Branch. St.Nicnolas House. S.Nicholas Road, Suctcn Surrev. Czoies or r.e Ruies nmay be czr r'a *oromany Custorn !4ouse or office of a -aolector of Customs and Excise n the Unitud K!inqdom. j- rrom ->'.1Customs and Excise. Kino: eeam House, 21141 Mark Lane. Leneon EC31 7HE

to m-an UK ongin only.

'I (iv) If a qtalifyi,ig )rmce!s s not listed frmr thc rr:t2rial in question. atvice Jhc,u.d 'ac smu;z 'rom Br irch.CrorGon Anents. St-Nicnolas House. St.Nicrlotas Road. Sutton. Surrey SMS 'tEL.

For the ourocse .i xthis declaratnn t.he UK ncludes the Channel Islands and the Iste of Man.

-106-

SCDULZ F

BIDf3G CUIDITIONS FCR Z=CCX MU

1. A.ard of Bids

.1 The award will be made oa the basis of sui:abili;y for :,_;rzquIrz=erts af zhe pr:-ary curricuic in combination ;;. *-sz,design ald producrion qualitv standards. As such the decis:;n wiliinevicabl7 be qualrcative and will not necessari1, ao :s ahe lv;es:bidder. Cost is nevertheless a very importanc factor, as Isduraoilioy. Any bidder may bid for all packages. Offers for eachIndividual package shall be made under separace covrer.

.2 Bids must be made in EST and will be e- iluaced in that currency.Payment under the award will be made in Sterling.

.3 The GORSL in association with the EIMG reserves the right to acceptor reject any or all bids, and to maintain its decision as finalwithout rights of appeal.

2. PTicQs

Prices are to include packing, freight, full insurance, haulage loa±ing andunloading charges, and aLl other relevant costs, CIF Tower Eill CentrAl. Warehouse,Freetown, Sierra Leone.

3. Contrac: Garantee

The successful bidder must guarantee to:-

.1 Perform contracts in accordance with the specifications andproposals under which the contract was awarded.

.2 Guarantee his materials and supplies against defective material andwormanship, and to repair, replace or credit any dasage or marringoccasioned in transit.

.3 Id-nify and save harmless the GORSL !rom all loss or the payment ofall sums of money by reasoa of all accidents, injuries or dAm-aes topersons or property that may happen or occur in cun:-.c:iuci u-th thedelivery of any material.

4. T*-es aad Dr-ties

The materials and supplies listed in these documents are exiot frc-a i_ty andtazes, but Tenderers will have co make their own arrangemnncs to cbca.-a asupply of the necessary documencs to facilitate customs clearance.

,. pnyuent anHd "entien:

All payment will fall due ou accepted delivery of tho contracced na:erja_sin the Ts'ier Zill Central Wareeouse.

T..v publisher will be reqctired to sign an undertak-in to provid^- :1l cra-in-;specified as part ca the contract. A detailed training schedule is at:ached(see Schedule H).

-107 -

. Pakage Markim,

The bid pack.age reference and descri2tion of coQaents accordin. to thesubmictac tender schedtLe musc appear on the outside os each craza and packageconsigned. 3;i pac:Kage refarence must also be saown in all invoices, 0ac.K!=g

liscs, shipping documents, ecc.

3. T=CCz;adSi-_ r4-, Vcz zt

Immediately af:ar shipments of goods, materials and supplies, publishers willbe required to air=ail one set original copy of invoices and shippingdocuments to the Task Force Director and one set co Frances Nicnols, DP.,British Council, 65 Davies Screet, London tWIY 2AA. Invoices mus. bear thefollowing details:-

.L' Full description of goods, materials and services

.Z Origin and price of each item

.3 Cose of freight, if necessary.

Payment will be conditional on notification of accepted delivery by Task ForceDirector to the British Council Representative iL Freetown. Payment will beeffected by Direct Disbursement from the Crown Agents in London.

9. @nu-Cmuorsing Nate:rals

Any consignment aot confoi3mig with che above instructions and condi;ioas maybe rejected.

10. Deliveries

If shipments are aot made or services not provided at the time agreed upon,the GORSL may cancel the order or coatract elsewhere and hold cne Vendoraccountable therefor.

11. lorcv Majemra

Failure on the part of the parties to perform their obligations under thecontract shall not be considered a default if such failure is the result ofany event of Force Majeure which are beyond the control of parties egearthquake, hurricane, tidal wave, cyclone, etc.

In the event of the contract thus beiag frustrated, the publisher shall bepaid by the Crown Agents for all suvplies received prior co che date ofteraination.

12. Settl-gnt of Disputes

Should a dispute arise between the GORSL and the publisher in conneceion wi-h,or arising out of che contract or che fulfilmeat of same, the disouce inquescion shall be setcled under the Rules of Conciliacion and Arbitration otthe International Chamber of Commerce and the contracting parties will bebound by ics decision.

13. Aaaignrzent

._ _ .r .. .r... , .;.-x-; - - Q'Y r-i:; or:; aLr. z4a :Lezi

or interest chereon or thereundar wichout the prior consenc of the GO.SL.

_ 108 -

SC=ULZ G

36D SUMAISSICO F7OU

(A separate for= is required for each bid =acxage)

TO G0 iZHF O! f=UM3LIC OF S1I72A LZECE (GC01L)

B1D P±CXA =..... .. ........................................(eg ?rimary Course Haterials in English Language)

1. We/I hereby offer to supply to the GORSL the teachers bccks, pupilsbooks, activity books, supplementary readers and any ocher macerials listedia the attached schedule in che quantities and as the prices quoted by us onthe itemised schedules and quotation summaries. Prices quoced for the supplyof ma:erials for 1st June 1984 are firm, irrespective of inflation and priceescalation. Prices quoced for che supply of materials in 1985 and 1986 arequoted firm at prices as of lst June, 1984 but are adjustable in accordancewith Z increases/decreases in paper and other raw materials costs andmachining costs. Suppliers will be required to submit the basic rates of rawmaterials and other costs on which their bids are based along with theirbids. Evidence of such variatioa will be provided in writing and can besubjected to independen: verification. In the case of any unresolved disputethe GORSL is entitled to direct raw materials purchase and manufacturing tolocations of its choice on the understanding that Welt are no longer heldrespousible for on time delivery and that the GORSL is responsible for anyadverse costs thpt may result. -ll prices for matarial to be submitted after1984 will be confirmed in writing to the GORSL not later than 12 months priorto delivery date and from that point will be considered firm irrespective ofinflation elemeats.

2. All materials supplied under I above will be at or above the qualitativeproduction specificacion actached to this Tender.

3. All materials supplied under 1 above will have been writteu/adapcedaccording to the detailed content specification attached to this Tender.

4. All prices quoted are free of duties, tariffs and taxes.

5. All prices quoted are CIF Tower Hill Central Warehouse, Freecowti, SierraLeone.

6. We/I agree to deliver the proposed materials and supplies co the requireldestination prior to the agreed delivery date.

7. We further state that the first shipment will be made fro=.on or abcuc ..................... , and that ic will consist of ..................pallets at ....... C% ...................... kgs each.

S. 3idders are resuessed 3to sign or initial all poces of the _e:une _s,.etters, schech'als, ecc. ^hich they submit for this Tenier.

9. We/T hereby declare tihac:-

.1 la the case of error in the etsYrsion of prices of this bii, theunit price will gov-±rn ou. present bid.

.2 Gur bid remains valid ani binding ca us for or.e hunrired and c;cty(120) calendar days from the closin- ciate of this biA.

l 1og _

,NALK OF COMIgF

ADDflZSS

SIGA=T

DATE

NIB: Please sigu also any attached sheecs and a schedule, and return cnecopy. of the bid.

110

sc3mi .:

=ER-AT1 T ?-C'fDE TLtI&G S=7¢

T0 T= GOV=M= 0 T 3* HIu-LTC CF ST:7n1 LZC2E (CoaSL)

(address

_/t, uadarsi3nad,

Undertake to abide by the traiaing requiremencs as see ouc in Schedule 3 cothe nvitration to Tender.

I/We undertake to abide by the arbitration of an independent supervisiagauthority (co be named) in the evenc of aay disagreement as to the amounc andaature of the services to be provided.

Z/'4e understand chat this undertakian is a condicion of accepcinz a contraccunder the above credit.

Signed

i.............................

Comoany Scamp or Seal

_ 111 -

EXAMPLE TEN

PROPOSEED EVALUATICN PRCCEDURESFCR TEE TENDER FOR TEE Ll3BRYBCOK AND JOURNAL PROCUREMENTELEMENT OF THE UGANDA/IDAEDUCATION 111 PROJECT

CREDIT NO 1329 UG PACKAGE NO GOU/BD/l

AUGUST 1984.

_ S 2 -

EXPLANATION OF PROCEDURES

The Tender Documents for the Library Bcok and Journal Procurem-ntelement of the uganda/IDA Education III Project were designed =cfulfill the following objectives.

(1) To incor=orate the legal recuirements of the _DA and wheGovernment of Ucanda in the execution of anInternational Competitive Bid (ICB) and to require bidsto be submitted up to normal and accepted internationalstandards.

(2) To require information from the bidders from which theEvaluation Panel can reasonably draw conclusions on thepast experience, professional capacity and standing andfinancial viability of the tenderers. (NB: This isparticularly important in a large and complexinternational book and journal procurement project whereexperience, knowledge of the trade and established tradecontacts are vital. Indeed it is considered so importantthat no bid should be seriously considered unless theEvaluation Panel is satisfied that the ability andknowledge to fulfill the tender demonstrably exists withthe bidder.)

(3) To provide competitive price and discount information toenable the GOU to achieve the lowest possible price forits listed requirements from suitably aualified bidderscapable of undertaking the tender.

All the information required to be supplied by the bidders hasaccordingly been organised into three evaluation schedules asfollows:-

(i) MANDATORY BID REQUIREMENTS

This schedule covers all the procedures and informationwhich the bidder is mandatorily required to provide andconsists of a simple table demanding the answer "Yes" or"No" to a list of questions. If any bidder fails toachieve a complete "Yes' score it means that the bidderhas failed to fulfill at least one of the mandatoryrequirements and should consequently be disqualifiedfrom the tender. A complete "Yes" score indicates thatall mandatory requirements have been complied with andthe bidder can pass on to the second evaluation scnedule.

(NB: The table in these documents contains all manda=oryrequirements - some of which may be considered tobe too trivial to justify a disqualification e.g.failure to correctly mark documents or to provideall documents in triplicate. It is entirely at thediscretion of the Evaluation Panel and the GOU andIDA which mandatory requirements should bemaintained and which might sensibly be deleted.

- 113 _

(ii) CAPACITY OF BIDDER TO UNDERTAXE THE PROCUREMENT

Only bidders who successfully fulfill the requirementsof Schedule One (above) should be evaluated in ScheduleTwo. This Schedule lists all factors which reflect onthe experience, capacity. and qualifications of thebidders to undertake the tender. As such it isinevitable that the decisions taken here arequalitative and to scme extent subjective. It isproposed that the table of factors provided here shculdbe evaluated as either "excellent", "satisfactory" or"unsatisfactory" and that any bidder marked"unsatisfactory" on any factor should be disqualifiedfrom moving on to Schedule Three (below). The clearimplication from this is that only these bidders whohave fulfilled all mandatory requirements and haveprovided evidence of satisfactory performance in allfactors related to capacity to undertake the contractshould be considered on price and discount grounds inthe final Schedule.

While the Evaluation Panel must decide for itself whatevidence constitutes "satisfactory' or 'excellent"ratings for any particular factor - background notesare provided to accompany the Schedules as a guideline.

(iii) COMPARISON OF FREIGHT, JOURNAL AND BOOK BIDS

This table allows for absolute comparisons of the costof the bids for the supply to the GOU of books andjournals and associated freight costs. Since freightingdocumentation and service arrangements are evaluated inSchedule Two (above) all freighting, documentary andservice arrangements priced in this Schedule can beassumed to have reached satisfactory minimum standards.

The only problem to be overcome is the conversion ofthe discounts offered for book supply into cash termsto enable a total price comparison to be achieved. Thiscan either be accomplished by the Evaluation Panelagreeing its own estimate of the retail value of thelisted books for each institution, applying the cffereddiscount and reaching a priced figure or if theEvaluation Panel feels that it does not have sufficientinformation to estimate retail values it can take themean of the estimates provided by each bidder evaluatedin Schedule Three.

(NB: Since the bidders are providing cost estimates at"discounted" values they will need to be convertedto retail estimates prior to the mean being takenby applying the formula /100... .\x b

(100 - a/where a = discount offered and b = estimateddiscounted price.)

- 114 _

if a comparison of bids indicates very close or similarcosts, reference back to Schedule Two and theidentificaticn of the bidder with the best cacac4tv- andservice evaluation can be used to identi-, an awardwinner.

2. EVALUAT:CN PANEL

No proposals are offered for the comrositicn c. theEvaluazicn Panel since these were not required in the ter.,.sof reference.

_ 1 1C _

EIALUATION SCHEDULES

- t16 -

NAMES OF BIDDERS

1 2 3 4 5 6 7 8 91 10

Li~ JI Li

1. Was hid delivered prior to bid closure wfdeadline? P

I~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~f ( I,, )n2. Was hid documentation correctly marked? m : n W

!1, m 0 O

3. Are hid documents provided in triplicate? 0 -;f', . _ _ _ _ _ ": C ~~~~~~~~~~~~~~~~~~ID tO_

4. Has bidder provided satisfactory evidence r:i-n.that company is registered in a member . 0 country of the IDA or Stjitzerland? .

I . , . _ _ _. _ j n 11 n~~~~~~~~~~~~~~~~~~~~~(s-.t5. Are all firm price bids expressed in US $? 0 57

110 rDA__- l C 0

6.:Is the bid for Lhe entire COU requirement? o 0.

7. Is Bid Bond Fortm correctly completed? Do [U. _ . _ CE, '~~~~~~~~~~~~~~~~~~~~~~~0 a-'.

8. Is Bid Bond valid until 7th March 1985? tD

. _ __ _ __ tt'{-S' U)~~~~~~~~~~~~~~~~i~ r

9. Ts Bid Bond( valitd for the correct amoiiilt? 1.

10. Is Bid Proposal Form correctly completed .and signed?

;I C11 .1)

NOTES TO SCHEDULE ONE

(1) Bid Deliverv Deadline

This was specified as prior to 10 a.m. Uganda time cn24th day of August 1984. The two venues for biddelivery were either Mr Joseph Magoba, Directcr, T'.irGOU/IDA Education Project, Ministrv of Educa:icn, PCBOX 703, Kampala, or .Ms Frances Nichols, DesignPrinting and Publishing Department, The BritishCouncil, 65 Davies Street, London WilY 2AA. Bothdelivery venues should have maintained a register ofthe date and time at which the bids were delivered andthis register should show quite clearly whether or notbids were delivered correctly and within the deadline.

(2) Bid Markina

All submitted bids were required to be marked on theoutside of a sealed envelope in capital letters in thelower left hand corner as follows:

"LOAN PROJECT FOR PROCUREMENT OF LIBRARY BOOKS ANDJOURNALS: CREDIT NO; 1329 UG."

All envelopes were also required to be marked "TENDER -

IN CONFIDENCE" and should bear the address of thebidder on the reverse of the envelope.

(3) TriDlication of Bid Documents

This was required in the Invitation to Bid (DocumentTwo) under the heading of Delivery of Bids.

(4) Country of Registration

In the Invitation to Bid (Document Two) there was aspecific requirement that all bidders should beregistered either in a member country of the IDA or inSwitzerland. This is an absolute requirement of theIDA. The evidence required is either a photocopy of thecompany registration certificate or a clear statementconfirming the country of registration of the bidder.

(5) Bid Price

In the Invitation to Bid under paragraph (2) -

PreDaration of Bids - the bid price for the goods andservices listed in the schedules must be quoted only inUS Dollars. This can be checked by reference to theprices quoted in the Bid Proposal.

(6) Entire Recuirement

The Prenaration of bids section of the Invitation toBid also requires that the entire list of books andjcL--rnli (Schodule On- to the Tondez Documents) must be

118 _

bid for. Any part bidding implies non-fulfillment ofthe terms of the tender and requires disqualification.Eowever it should be noted that more than cneorganisation can join together in a Joint bid -rov-dedonly that the partnership so formed acts together andsubmits only one bid.

(7) Bid Bond Form

Document Five of the tender documents is a form to befilled in by the bidder certifying the enclosure cf avalid bid bond. This form must be completed andenclosed with the bid. (NB: Only one original bid bondform is required and photocopies of the bid bond formwill suffice for the other two sets of documentationrequired.)

(8) Bid Bond Validity

The tender documents require that the bid bond shouldbe valid for at least six months from the date of bidopening. Since the day of bid opening is estimated as7th September 1984, theoretically, the bid bond shouldbe valid until 7th March 1985. It is quite probablehowever that bid bonds might be made effective for sixmonths from the date of its submission i.e. 24thFebruary 1985 and while this is not strictly correct itas such a slight error that it would be therecommendation of these documents that bid bonds ofthis validity should be accepted.

(9) Another Bid Bond

The tender documents require that the bid bonds shouldbe in the amount of two and a half per cent of theestimated total bid price. Please bear in mind that thetenderers are only estimating retail prices of the booklists and the discount applied to this estimate willnot necessarily result in a firm accurate price. Sincethe bid bond is intended to be a guarantee that thebids put in by publishers should be maintained ifawarded, any bid bond valued at two and a half per centof the bidder's estimate of the value of the bid shouldbe accepted. Please note here that in addition to thebid bond the tender documents also indicate willingnessto accept a letter of guarantee or a certified cheque.

(10) Bid Prooosal Form

This is Document Four of the Bid Proposal Form andshould be filled in in all its constituent parts andsigned and sealed by a responsible executive of thebidding company.

-119. _

NOTES TO SCHEDULE TWO

(1) Previous Exrerience in Book and Journal Suoolv

The bidder is required to submit with the bid croocsalform a statement of previous experience in theprocurement ard delivery of library bcoks and ournal_saccomcanied by at least two recent rererences f-cmmajor suppliers and/or clients. While it is for theEvaluaticn Panel to decide what ccnstitutessatisfactory previous experience some evidence musthave been produced by the bidder to indicate that hiscompany has been primarily involved in book and journalsupply for a number of years prior to the submission ofthe bid. It is probable that no company will havesufficient experiences to undertake a bid of this sizewithout at least five years active experience in thearea. Additionally, evidence of the supply of contractsof a similar size in terms of approximate value andnumber of titles to be procured would also be anindicative factor. Since book and journal supply aresubstantially different types of operation somepositive indication of experience in both fields wouldbe regarded highly. Additionally previous experienceshould include experience of international supply sincethis indicates knowledge and experience of thedocumentation, packing standards and the freightingrequirements needed by the contract. Specificexperience of suppl-ying to an educational orGovernmental institution in Africa or more specificallyEast Africa or Uganda would obviously be noteworthyadditional experience.

Ideally the two referees should cover either a knowneducational or Governmental agency or institutionpreferably in similar circumstances to the Ministry ofEducation and the Government of Uganda or a well-knownmajor supplier who has provided books for supply tomajor educational or governmental agencies in the nearpast. While it is important that previous experienceshould be long standing it is also important that thebidder should have engaged in supply activity of asimilar nature consistently and, most importantly,should have undertaken similar contracts recently.

(2) Financial Securitv and Integritv

The bid proposal form should be accompanied by astatement on the financial position of the bidderaccompanied by a bank reference. Ideally this shouldtestify that the bidder is in a financially viableposition, has excellent credit relationships with majorsuppliers, has the knowledge and support of a knownbank of good standing in the compilation of the bid andhas the finance available both to handle the purchaserequirements of a large contract of this sort and tomaintain the plant and staff necessary to handle it

- 120 -

SCHEDULE n.:o CAPACITY OF BIDDER TO UNDERTAKE TEE TENDER

NB (1) Only7 bidders who have successfullv ccmpleted Schedule One areeligible for Schedule Two.

NL (2) Each bcx must be ccmpleted either by "Excellenc", "Satisfactor,l", or"Unsatisfactory".

NB (3) Tne criteria co be used in judging each Zactor should be aracd b. -eEvaluation Panel in advance.

NB (4) Each member of the Evaluation Panel should sign and date the ccmnletedSchedule. Any alterations to any box should be initialled by the Panel Chairman

NB (5) Bidders -ust score either "Satisfactory" or "Excellent" on every ractor toqualify for Schedule Three.

____ ___I___-C43

0~~~~~~~~~~~~~

4.~ ~~~~~4j0

. *4 C*Qa

C~~~~~~4 ~ ~

-~~~~ IZ1

C

C C~~~~~~c

cn~~~~~~~~~~~~~~~~~c

-. 2 0E

C_~~~~~~~

12

over an approximate six month period of execution.

(3) Camabilitv and Camacitv to Handle the Tender

The bid procosal form requires the bidder to provide astatement of current capability and capacity to handlethe contract in terms cf personnel, plant andequipment. This statement should contain an indicaticnthat the bidder employs experienced staf_ and equipmentcapable of handling the bibliographic requirements ofthe project (access to all bibliographic tools would bemandatory and many specialist companies operating inthis area maintain their own computerised bibliographicdatabases as well as maintaining access to the majorpublicly available databases). The bidder should alsodemonstrate ownership of or access to warehousing spaceof a sufficient size to handle the consolidation of thelarge number of books involved and theircontainerisation. Experienced despatch staff and theancillary equipment associated with this function tomaintain adequate packing standard and to provide allnecessary documentation to achieve fast trouble freedelivery will also be essential.

(4) Proposed Systems and Documentation Samples

The GOU and the management of the project must decidefor itself whether the systems.proposed and the'examples of documentation provided fit the requirementsdemanded by the project team.

(5) Queries and Mis-Supply Procedure

The GOU and the Project Management team must developtheir own criteria in this section to evaluate what are'satisfactory' and/or 'excellent' proposals.

(6) Freighting Arrangements

The freighting arrangements proposed must namecompanies that have established representatives inMombasa, Malaba and Kampala, (NB: This requirement wasspecified in the bid proposal document) and shouldprovide a timetable for delivery which meets theapproval of the Evaluation Panel. All proposals shouldin the opinion of the Evaluation Panel be sensible andrealistic. The Freight schedule should demcnstrate aclear knowledge of freighting procedures and afamiliarity with the actual problems to be overcome.

All the above are notes on the various categories ofguidelines. It is proposed that the evaluation panel shouldmeet prior to bid opening for the specific purpose ofspecifying the particular factors to be looked for in eachcategory. However even having decided this a degree offlexibility must be maintained in the interpretation of thevarious submissions made by the bidders. In the last analysisthe reputation and standing of known professional suppliers

- 122 -

of books and journals in the English language on aninternational scale is perhaps the best guarantee of abilityto perform the contract. NTewcomers, with scant previousexperience of book or journal supply on an internaticnalbasis should be viewed with caution.

_ 123 _

l A tl E S C F H I D D 11 A : u r

§ 1. 2 3 4 5 6 1 8 9 jg *- Ii

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~~~~__._ ._._ __ _ l~_ _ _ _ _ _ _ _ _ _ _ _ __ _ ~iS u;. c .i* .-

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7 B. )- !s frr tlat iunal.l 'Ieaci-lirs C'vl lege J.j ;

B k. 11I,xis for EIlpo4ŽL TeEldical io s intibte 41 4) :i

_._. . __ _____ _.___ ._.__ _1 _ ________ w ;

9. Blookls fw l.ira 'TechngicalI listititte t; j

__-__ -. ___________ ._ ------...... -. _ _ _ -.... ..- . _._____ -_____--- *- nl ei

114 Ih)ol j rf)r I i1 threu1,ti TedI x rli L al l 1st ittite1. . 'U '

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_ . _ ____ ____ __._._._. ~_____ _ ____ _ __ __ _ ___. 0){ -

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8. Ii.~~~~~~~~~~~~~~~~~~~~~~~~~.4Ir~~~~~~~~~~~~~~~~~ I4Jr l'Il.14fl Iccluiicax I l~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~4~~~

NOTES TO SCHEDULE THREE

Little explanation is required to this document since itrequires concrete figures extracted frcm the bid proposalforms to be listed and a total ccmparative price arrived at.To achieve this it is necessary to translate the discountsoffered into a bid value even though there is no objectiveknown retail value of books listed. The estimated.retailvalue of the book list provided can be estimated by theevaluation panel themselves on the basis of the informationthat they have or can be based upon a mean of the variousestimates provided by bidders who have been successful inpassing through Schedules One and Two (this implies that theyare professional and experienced and their estimates aretherefore likely to be realistic and correct).

Eaving achieved a bid value for the twelve book supplyelements the actual price quoted for the journalsprocurement, for organising seafreight for the book supplyand airfreight for the regular two monthly journalconsolidation should be totalled together to achieve a totalcomparative bid price. All things being equal, the lowesttotal comparative bid price should be the award winner.However if two or more bidders achieve very similar total bidprices recourse could be had back to Schedule Two to examinethe qualitative factors and thus ascertain whether or not oneof the bidders scores a sufficient number of "excellent"votes sufficient to justify the award of the bid on acombination of qualitative and price factors.

NB: Recourse back to Schedule Two is only proposed wheretwo bids are very close in total comparative bid price.Where there is a clear price winner, it is recommendedthat the award be made on that basis since no bidderwould be considered in Schedule Three unless they haddemonstrated a satisfactory capacity on all pointsduring Schedule Two.

_ 125 _

PROPOSED AWARD PROCEDURES AND NOTIFICATION TO BIDDERS

(1) Decision- of Evaluation Panel will need to bescrutinised by responsible officials of the Govermmentof Uganda appointed for this purpose and of the WorldBank. Presumably the scrutinising and approvingprocedure needs to be agreed in advance with World Bankand GOU.

(ii) Award winners to be informed by telex and letter of theaward as soon as possible and notified of thecbligation to provide a Letter of Acceptance withinthirty days.

( iii) In case of default by award winner a reserve shouldalso be notified that their bid will be held pendingthe acceptance by the award winner. No other formalnotification need be made at this time.

(iv) As soon as Letter of Acceptance is received the publicannouncement of the award should be made in theGovernment of Uganda official Gazette. British Councilshould be requested to formally notify all bidders ofthe awards on behalf of GOU/IDA. This must be done inwriting within two weeks of public announcement ofAward.

(v) All Bid bonds, certified cheques or Letters ofGuarantee to be returned immediately to unsuccessfulbidders on public announcement of award.

(vi) Contract with successful bidder-to be prepared forsignature prior to 31st October 1984.

NB (L): Tender documents only require bids to be held firmif award is made and contract offered for signatureprior to 31st October 1984. On assumption that Bidopening will take place on 7th September and awardoffered (after scrutiny and approval) by 21stSeptember and that latest day for acceptance is 21stOctober, time will be tight so contract should beprepared ready for signature as soon as award isoffered (i.e. 21st September). If this is doneresponsibility for achieving signature for contractrests with bidder and failure to accept and signcontract within the time scale could lead to the BidBond being invoked. This time scale andresponsibility should in all fairness be emphasizedto the successful bidder in the letter offering theaward of the contract.

NB (2): Time scale is very tight for delivery by 1stFebruary and providing award is accepted andcontract signed on time it is recommended that somemutually agreed flexibility be allowed on deliveryschcdules to fulfill the total contract.

326-

PRIMARY ENROLMENT PROJECTIONS AND CONSEQUENT PRINT RUN ESTIMATES 1983-86

_JTh 11 J~L EL I~L HL J~L di~L iLliF A11L.~~~J 1 B rC DR ME GM rm HMGRADE PRIMARY PRIMARY ACTUAL PRIMARY ACTUAL REPLACEMENT TEACHER WORKBOOK PUPILS/ READER RUN

POPIN POPIN INCREASE POPON INCREAS ALLOWANCE TRAINING PRINT RUN ACTIVITY A+C+E+F+G83/84 -84/85 85/86 (30% of A) ALLOCA- A+B+D4G RUN A+C

I. .TION ,E+F+G

1 86,000 91,500 5,500 97,500 6,000 26,000 1,500 276,500 62,500 21,000

2 58,000 61,500 3,500 65,500 4.000 17,000 1,500 186,500 42,000 14,000

3 50,000 53,250 3,250 57,000 3,750 159000 1,500 162,000 37,500 12,500

4 43,000 46,000 3,000 490000 3,000 13,000 1,500 140,000 32,000 10,500

0

1 5 37,500 40,000 2,500 42,750 2,750 11,250 1,500 120,000 28,000 10,000

6 31,000 33,000 2,000 35,000 2,000 9*250 1*500 100,000 23,000 10,000

NOTES (1) The pupil enrolments in columns A, B, and D are achieved by taking 1977/78 figJures as thebase year (see Annex 45 of Education Sector Study, 1979) and projecting forwarid at6.5% p.a. compound growth. The end figures are of course rounded for ease of caletilation.

l

NOTES CONTTNUEDs-

(2) TTC allocation is derived from Annex 20 of Education Sector Study 1979.

(3) Replacement Allowance (Column F) is based on 10% loss/damage after Year 1 and

20% loss/damage after year 2.

(4) Workbook Print Run is at a rate of 1 book/i child and assumes annual replacement.

(5) Pupils Material Print Run is at a rate of 1 book/2 children and assumes replacement

after 3 years.

(6) Readers Print Run is at a rate of 1 book/6 cr.ildren and assumes replacement after 3 years.

0)

PRIMARY ENROLMENT PROJECTIONS AND CONSEQUENT PRINT RUN ESTIMATES 1986-1992

EEL LA B. E H. EG Hi X JjlGRADE PRIMARY PRIMARY ACTUAL PRIMARY ACTUAL REPLACEMENT TEACHER WORKBOOK PUPILS/ READER RUN

POP'N POPON INCREASE PDOPN INCREASE ALLoWANCE TRAINtNG PRINT RUN ACTIVITY A+C+E+F+G86/87 87/88 88/89 (30% of A) ALLOW- A+B+D+G RUNS A+C

ANCE +E+IF+G

1 104,000 110,500 6,500 118,000 7,500 31,200 1850 335,000 75,000 25,000

2 70,000 74,250 4,250 79,000 4,750 21,000 1850 225,000 51,000 17,000

3 60,750 64,750 4,000 69,000 4,250 18,250 1850 197,000 46,000 15,500

4 52,000 55,500 3,500 60,000 4,500 15,500 1850 170,000 40,000 13,000

_ 5 45,000 48,5)0 3,000 51,750 3,250 13,500 1850 150,000 35,000 12,000

6 37,250 39,750 2,500 42,250 2,500 11,250 1850 120,000 30,000 10,000

1. 1986-1989 CYCLE

NB: ALL FIGURES BASED ON 1977/78 GRADE ENROLMENT.

.L IE . JElL Wm ri 111 J. m il Il gmGRADE PRIMARY PRIMARY ACTUAL PRIMARY ACTUAL REPLACEMENT TEACHER WORKBOOK PUPILS/ READER RUN

POPIN POPIN INCREASE POPIN INCREASE ALLOWANCE TRAINING PRINT RUN ACTIVITY A+C+E+F+G89/90 90/91 91/92 (30% of A) ALLY- A+B+D+G RUNS A+C

ANCE +E+F+G

1 125,000 134,000 8,250 142,500 8,500 37,750 2300 405,000 92,500 31,000

2 84,000 89,500 5,500 95,500 6,000 25,250 2300 272,000 63,000 21,000

3 73,500 78,250 4,750 83,500 5,250 22,000 2300 237,500 55,000 18,500

4 64,000 68,000 4,000 72,500 4,500 19,000 2300 207,000 48,000 16,000

5 55,000 58,750 3,750 62,500 3,750 16,500 2300 178,500 42,000 14,000

6 45,000 48,000 3,000 51,000 3,000 13,500 2300 146,000 35,000 12,000

2. 1989-1992 CYCLE

NB: ALL FIGURES BASED ON 1977/78 GRADE ENROLMENT.

PRIMtARY ENROLMENT PROJECTIONS AND CONSEQUENT PRINT RUN ESTIMATES 1992-1995

GRADE 'i1L n1i I M E E E 1I& Gln u ,1GRADE PRIMARY PRIMARY ACTUAL PRIMARY ACTUAL REPLACEMENTS TEACHER WORKBOOK PUPILS/ READER RUN

POP'N POP'N INCREASE POPIN INCREASE AT 30% OF A TRAINING PRINT RUN ACTIVITY A+C+E+F+G

92/93 93/94 94/95 ALLOWANCE A+B+D+G RUNS A+CE+I +G

1 151,750 161,500 9,750 172,000 10,500 , 50,500 2850 490,,000 115,000 38,000

2 101,750 108,250 6,500 115,500 7,250 30,500 2850 330,000 76,000 25,000

3 89,000 94,750 5,750 101,000 6,250 26,750 2850 288,000 67,000 22,000

4 77,250 82,250 5,000 87,500 5,250 23,250 2850 250,000 58,000 1.9,000

5 66,500 71,000 4,500 75,500 4,500 20,000 2850 216,000 49,000 16,000

6 54,250 58,000 3,750 61,750 3,750 16,250 2850 177,000 42,000 14,000

3. 1992-95 CYCLE

EXALE T~WELVE: SAMPLE TEACHERS BOOK PRINT RUN CALCULATIONS

1. NC.ss of _ =r. _ _

a! N^c . cf SL P:Zs.-'2 _cco2.-os 1577/S 1, ~4a) No. cf s:hccls wt' :ol"er.n cver 500 10'

(i. e stream sclc Ls)c) Increase in nur.a- of schools at 540

population enzclment crowth rate of

6.5% from 19,-l58/4

c) Increase in schocls during 1984/5 and 2271985/6 at same rate

e) Teacher training reauirement 1,500

f) Replacement Allowance @ 20% of a) - e) 700totalled above

g) Contingency allowance c 10% of a) - e) 350totalled above

Estimated recuirement for 4,554Teachers-' Books

R.ounded Print Run Recommendation 4,500

2. NOTES

i} Basis of calculation is that a Teachers Bookshould be prcvided at the rate of one per class, plusnecessary supplies for Teachers in Training, Inspectorate,Teacher Supervisors and District Inspectorate. Allowanceshould also be made for damage and loss.

ii) School Numbers calculations are based on Siguresrecorded for year 1977/78 in preparation for EducationSector Survey.

iii) School openings are projected forward on the basisof the advised 6.S% growth rate in population enrolment.

There was no available information on rate of schoolopenings or school grbwth into duplicate streams. Th.us

the need exists for a contingency allowance.

iv) Teacher Training requirements 1983-86 were derived

from Annex 20 of Education Sector Survey 1979.

v) Replacement allowances at 20% are lower than forpupils books because the high element of adult useshould result in less loss and damage.

vi) The rounded up Print Run is for Three Years.

_ t132 _

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it

EXAMPLE THIRTEEN : STEPS IN DESIGNING A FIELD TESTING SYSTEMFOR TEXTBOOKS

Steps in Designing a Field Testing System for Textbooks

1. Decide what information is needed.

General Princi=Les: Gathering information costs time and mor.ey.Therefore, callect only wnat is expected to be useful. Fcr atextbook program, the most likely audiences are managers of theprogram, textbook authors, planners of teacher t-aining sessions,curriculum specialists in the Kinistry, the Minister and his ad-visors (especially Planning).

Strategy:

a. List all the possible kinds of information about thetexts and the textbook program that could be collected.

b. Examine each item carefully. Decide who would use theinformation, what decisions it would Sep them to make.If there is doubt, ask these people whether they woulduse the information.

c. Delete from the list any information you decide probablywill not be used.

2. For each piece of information remaining on the list decidewho are the best sources and how the information should becollected.

General Principles: Do not ask people for information they arenot able to provide easily and competently. For field testingtextbooks the most likely sources of information are teachers,studentt, classroom observers, supervisors and experts in curricu-lum and textbook production. Teachers can fill out questionnaires,make notes in textbooks or quides, keep logs, discuss things eitherwith an investigator or in a group. Students can fill out question-naires, take tests, discuss things with an investigator either sin-gly or in a group. Classroom observers can look for specific tea-cher behaviour, look tor specific student behaviour, fill out pre-designed forms, make unstructured notes. Experts can give opinionsbased on their professional experience, respc-ndto specific quest-ions, etc.

Stratecy:

a. For each item decide (a) who can best sucply it; (b) whocan also supply it. For examples, see Table 1.

b. For each case, decide what method or methods would bebest for supplying the information.

3. From the results of (2), decide what data gathering instru-ments should be used, how frequently, and on what samples.

_ 134 -

General Princioles: (i) Resources for gathering and analyzinginformation are aLways limited; (ii) Analyzing data always takesmore time than you expect; (iii) Unanalyzed data are wasted. There-fore, be very conservative in the number and frequency of ins:ru-ments used.

NOTE: ;n "instrument" is any data gathering mechanism, incl-adingan organized meeting where teacher reactions are obtained.

Strategy:

a. By the time steps (1) and (2) have been carried out, thelist of possible instruments should be identified. InGuatemala, we tentatively decided to use:

(i) Texts marked up daily by teachers following in-structions provided by the evaluatiog team.

(ii) Teacher questionnaires

(iii) Student tests

(iv) Classroom observations

(v) Year-end meeting of pilot teachers with textbookauthors

(These instruments are discussed further in Annex I).

b. Decide how often each instrument should be applied.

c. Prepare a sampling plan for each instsument seDaratelv-..

4. Prepare an overall plan for gathering and. analyzing datawhich specifies when instruments will be administered, whendata will be analyzed and when reports will be prepared.

General Principles: Staff should be kept steadilylall year andtherefore activities must be spaced. Information must be avail-able when it is needed. In particular, reports must be deliveredto textbook authors in accordance with the text revision schedule.'

Strategy:

a. Lay out a general plan that seems reasonable.

b. Translate this into a more detailed plan for each staf:!member.

c. Make changes in (1), (2), and (3) as.necessary when itbecomes clear that it will not be possible to do every-thing planned.

- 135 _

5. Develop and field test instruments.

General Principles: Keep instruments simple and as short as possi-ble. Pilot test everything to make su-re instr-actions are clear,and respcndents are able to answer as expected. Do final -ilottestinF on pecple who are similar to exoected respondents. (Early)Nl-R, cf instruments can be pilot tested on people close at hand,

to find the most serious problems,.

Strategv:

a. For each instrument, prepare a list of the informationit should gather (as identified in steps (1) and (2)).

b. Assign each instrument to a team. If staff do not haveappropriate qualifications to develop instrument, con-sider contracting the work out.

c.- Pilot test each instrument. ,

d. Before final pilot testing, thoroughly review all theinstruments together to make sure they meet the specific-ations laid out during steps 1-3. It is often useful atthis stage to plan the data analysis, and in particularto prepare the tables that will appear in the final re-port (without the data, of course) to make sure thateverything that will be needed is being collected.

- 136 -

TABLE 1

Appropriate Sources of Information about Textbooks: Selected Items

Classroom CurriculumItem Teacher Student Observer Ex=ert

Ccnzrunce betwemn textand cu=iculum guie *

tavel of difficulty ofct material ** * *

CLa±ity of ewuRsais "

Tsacher's use of reom-MIded ways cf usingtext * **

A;pqoprqatness; of tzeat-it' of d±ifferent topics ** *

Extent to which st2dentsl1ni material

** Best soure*Other gcd source

- t37 _

ANNEX I: Notes about data gathering instruments

1. Texts marked up by teachers

we decided that specific information about content and present-ation would be obtained by asking teachers to write their commentsdirectly in the textbook on a daily basis. The following are somesuggestions about how to do this.

a. For each text, make a list of all aspects of the text youwant teacher to comment on. This will include general items (dif-ficult vocabulary, inappropriate illustrations, confusing or dif-ficult sentences or examples), and perhaps some items specific tothe text. The list should be short enough so you can paste it onthe front cover of the book. The instructors should tell teachersto (1) put the date on the page each time they use it and (2) usingthe list pasted to the front as a guide, write directly on the pageany comments they have on that page.

b. Teachers should be told at the beginning that they will beasked to turn these books in to the evaluation staff at the end ofthe year. They should be given an extra copy of the text to keep.

c. Each teacher should be asked to mark up one textbook on aregular basis. (They can, of course, make notes in other textbooks).You may want to give teachers their choice of subjects but make sureyou have about equal numbers commenting on each text.

2. Teacher Questionnaires

The most difficult part of questionnaire development is decid-ing what to ask about. This should be done systematically as de-scribed in steps 1-3. The next most important step is pilot test-ing to make sure teachers understand what is being asked and knowhow to answer.

3. Student Tests

Student tests are used to gather information about what topicsare easy or difficult and how well students are learning what isbeing taught. They do not give direct evidence about the suitabil-ity of the texts because student performance depends on so manv otherthings besides the textbook (what they know to start with, how wellthe teacher teaches, how easily they learn). However, test resultsare very helpful to both teachers and text developers in pointingout where the trouble spots are.

There are basically two different types of tests used for assessingstudent performance: norm-referenced tests and criterion-referencedtests. Norm_referenced tests are used to answer the question "Howdoes performance of this child or group of children compare withothers." Criterion-refe-enced tests are used to answer the question"How much has this child or group of children learned about a par-ticular topic?"

_ 138 -

When field testing textbooks, criterion-referenced testsshould be used. A criterion-referenced test is developed by 1ist-ing the objectives of the instructional unit or tocpic and devisingquestions that test student performance on those objectives. Thegoal, with a criterion-referenced test, is thalt all students sc_re100%. (This, of course, iXs never achieved, buit ii i's conmlete'ydifferent from a norm-referenced test where the expected percent-age correct is 50%).

ln using criterion-referenced tests for field testing texts,many decisions must be made.

1. Which topics to test. (Not all can be tested. It's bestto choose those the text developers had the most troublewith or think are the most diificult to teach).

2. Row many times during the year to test.

3. How many students need,to be testeds to get reliable in-formation.

There is a technique for designing tests called *multiple ma-trix sampling which is particularly useful for field testing mater-ials. Essentially, it means simply giving several different testsin each classroom in order to gather informatzion on many differentitems. Test designers should give serious consideration to usingmatrix sampling (but may need expert help to <to this).

Tests need to be carefully pilot tested. There are two reasonsstudents answer an item incorrectly -- because they don' t know theanswer or because they don't understand how to answer. All testitems should be pilot tested with students whco 'know the answersto make sure the instructions are clear.

Test development is difficult and requires special knowledgeand skills. The evaluation group should seriously consider givingthis task to Guatemalan experts. Because it takes many months todevelop tests, this work should begin as soon as possible.

4. Classroom Observations

Classroom observations provide information about what is hap-pening in the classroom but of course the behaviour of both teach-ers and students changes when they know they are being observed.Therefore, the evaluating team should try to think of many differ-ent kinds of evidence that observers can collect (how dirty textsare, what is in children's notebooks, etc.). However, it is im-portant to remember that we depend on teachers' cooperation andthey should not feel threatened or uncomfortable about being ob-served.

5. Year-end Meeting of Pilot Teachers

There are many kinds of information that teachers can supply

- 13 Q -

after they have used texts for a year, ranging from specific com-ments made page by page to many more general comments. The year-end meeting should probably be divided into t'.o parts. Duringone par:, teachers we5i& who had marked up the same text wouldmeet together with the text authors to go over the bcok cace bypage. During the other part teachers would *have the chance tocomment on the other books and to discuss their exze-.ence si3general.

The most difficult oart of this exercise for the evaluation groupis capturing and recording the information teachers provide. Thereshould probably be a person in each group meeting assigned to takenotes but other ways of recording information might be developed.

_ 140 -

EXAMPLE FWRTEENt §P;CINDEN EVALUATION 0OMPrNT FOR A TEXTBOOK PROJECTB. Sea:leAoril 8, 1952

WORKING PAPER6.00 -VALXATION COMPONET

PRoPOS-n TzI.n Et:CA:IO.T 2RcJEtrSIERPA LEONE

Ob1ectives of the Evaluation Co=oonent

The evaluation component has three objectives:

1. To study the use and effectiveness of textbooksand teachers guides introduced under the projectin order to improve the functioning of theproject and to guide future izves=ent.

2. To strengthen the Research Division of theInstituta of Education by providing fellowshipsfor staff members and experience in conductingstudies.

3. To provide information about the efficiencyand effectiveness of the educational systemthrough research studies conducted by existinglocal research groups.

Doscisption and Justification

6.01 - The coWponent includes funding for two *valuation studies, theTestbook Use Study and the Textbook Effectiveness Study, and for two orthree smaller special studies to be identified during the course of theproject. The Lustituts of Education vill coordinate the studies, asdescribed below. The textbook component of the proposed third projectis described in a separate working paper. The next two sectionsdescrlbe the proposed evaluation studies.

6.02 Textbook Use Studty The Textbook Use Study is described indetail in Annex A. Its purpose is to generate information about thedistribution, storage and use of textbooks produced by the project inorder to Improve the implmentation of the present project and the designof subsequent projects.

6.03 The textbook compotent could founder in two quite differentways. The distribution system could fail to function adequately or theteachers could fail to make effective use of the books. Careful thoughthas gone into the design of the project to avoid both these pitfalls.Nevertheless, it is essential that both these aspects be monitoredduring the Life of the project in order to detect breakdown early andrevise procedures accordingly.

_ 141 -

6.04 The study will use both systeamatic study of selected representa-tive classrooms and spot-cheeks of others to determine how successfullybooks are distributed, stored and used. The study team will produceannual recomendations regarding all aspects of the implementation of chetextbook componenc.

6.05 Textbook Effectiveness Studv: The effectiveness study isdescribed in detail in Annex B. Its purpose is to gather evidence aboutchanges in student achievement, atteandace and promotion rates occurringafter the introduction of textbooks into primary classrooms and todetermine, to the extent possibla, whether these changes can be attributedto the introduction of the texts.

6.06 Primary classrooms iz Sierra Leone, particularly those in ruralareas, are short of all the resources thought to contribute to effectivestudent learning. This proJect wlSl make a substantial contribution toalleviating one shortage-that of textbooks. This study will investigatethe assumption that supplying textbooks-and short term tralinng ofteachers in their use-can significantly improve the quality of primary-education in Sierra Leona, as measured by such outcomes as student achieve-zenc levals and student attendance and promowion rates * While a definitive*test of such an assumption is probably impossible in a field setting.this study should, navertheless, provide invaluable imformation whichshould help the education authorities in Sierra leone plan future invest-ments.

6.07 Special Studies: Tn the past several years, educationalresearch has grown considerably in Sierra Leone.

1. The Tnstituta of Education has received fundingfrom =RC for a study of the Characteristics ofthe School Age Population. (This study isbased on household surveys; it exa-m"es, inparticular, the reasons for school non-attendanceand dropout).

2. CEsr the Centre for Research into the Educationof Secondary Teachers, was established at MiltonMargal Techers College. This consortium of 14staff members of MMSC has undertaken a coordinatedprogram of 12 studies into problems of the educa-tional system, ranging from the study of musicand art in schools to comercial, vocational audscience education and teacher mobility. CREST isfunded in part by =DRC.

3. Sierra Leone has participated In AWARERC, whichhas funded several research studies, mostlydoctoral dissertations.

- 42 -

4. The Faculty of Education at S4ala UvniersityCollege has recently established a ResearchCoordinating Group.

5. The Science Curriculum Development Canter atNjala, which among other things trains scienceeducators from many African countries, will beexpanding its program with support from UZESCOto reach a large proportion of Sierra Leoneteacher-trainers with its vork on inquiry-basedscience teaching.

6. The Sierra Leone office of the West AfricanExaminations Council has been building up itsresearch unit and is undertaking anaLyses ofits test results and related studies.

6.08 In the light of this increased activity, it is appropriate toprovide the opportunity for local researchers to conduct studies thatcan inform educational planning and policy foruilatiou.

6.09 The project will do this by providing funds for studies tobe4 identified and conducted during project impletentation. Among thetopics that might be studied are:

1. The extent and causes of grade repetition inprimary school.

2. Patterns of entry into and exit from theteaching profession and patterns of teachermigration among schools.

3. Patterns of student attendance and investi-gation of reasons for irregular attendance.

4. Use of indigenous languages as the m&dium ofinstruction and as a subject in primaryschools.

S. Patterns, techniques, and problems cfefficiency of multi-grade teaching Inrural primary schools.

6.10 It is expected that the Institute of Education, CREST, tbe WestAfrican Ex-drnations Council, the Research Unit of the Ministry of Educa-tion and individual researchers at the University and elsewhere will beinterested in conductiug such studies.

- 143 _

Institucional Arrangements

6. 1 The Institute of Education will. coordinate the evaluation andresearch studies undertaken as part of the proposed third project. TheInstitute was established in 1968 as part of the University of SierraLeone. It has four divisions:

- The Institute Secretariat

- The tn-service Education Division

- The Research Divisiou

- Curriculum Revision Unit

6 12 The Xnstitute received substantial support from the SecondEducation Project, which financed (i) construction of the facilitiesit now occupies, (Ui) work on curriculum developmeant and (i1i) a studyOn access to education conducted by the Research Division. An organiza-tional chart of the Institute is included as Aanex C. Of the threesenior positions alloted to the Research Division, only on_e-ResearchYellow-is presently filled. The.position of Senior Research Fellowhas been vacant for several years, apparently because of the difficultyof recruiting a suitable candidate. In order to help with the recruit-Lag probl-m the project includes support for a total of four years ofstudy abroad that is to be used to upgrade the qualifications of two ormore potential staff members who could fill positions in the ResearchDivision.

6.13 The ITstitute of Education will be expected to play a keyrole in the izplementation of the studies in the project but in orderto encourage the research capability of the education sector in generaland within related institutions, it in expected that resources of theseother institutions, especially the University andMilton Margai TeachersCollege, will be tapped to conduct at least one evaluation study and atleast some of the special studies.

Selection of Evaluation and Research Teams

6.14 With regard to the evaluation studies, the Research Divisionof the Institute will submit a plan to the Project Implementation Unitregarding who will conduct the Textbook Use Study and who will conductthe Textbook Effectiveness Study. The Tnstitute may propose any con-figuration for the evaluation teams that is considers appropriate. Forexample, for the Textbook Effectiveness Study, it might ask the WestAfrican Examinations Council to develop the tests and another group todesign and implement the remaiLder of the study. Upou approval of theoverall plan, each evaluation team vill submit a detailed proposal

_ t44 -

which will be reviewed by an Advisory Co=±ttee established by theInscitute under the leadership of the Director.

6.15 For each study, when a proposal acceptable to the AdvisoryCommittee and to the Project Implementation Unit has been preparad,it should be submitted to IDA for review.

6.16 With regard to the special studies, the possibility of par-ticipating in such studies should be made known to all researchers inSierra Leone. The Institute will be responsible for developing anacceptabla mechanism for inviting and reviewing proposals and willmutually agree with the Project Implementation Unit on how theavailable funds are to be divided among studies. Proposals thatprove feasible and acceptable in Sierra Leone will, be submitted toIDA for review.

Technical Assistance

6.17 It is quite possible that during the design and review phasesof prepLring the proposals for the avaluation studias, questions willarise requiring expert advice. Therefore, tvo mnoths of cousultanttime has been made available under the project, swuo.ld it be needed.For budgeting and schaduling purposes, it should be assumed that theconsultants will be used in FY84 (one in lata 1983, one in early 1984).

_ 145 _

Costs (in US :oi:ars)

Spec±alist Transport,Services Support Supplies &

Fellovships (E=atriate) Staff Services lotal

Fellovships(4 person years) $80,000 80,000

Consultants(2 peron moncths) 20,000 20,000

Thitbook Use Study 20,000 55,000 75,000

Textbook Effactive-mass Sudy ' 20,000 55,000 7t,000

Special Studies 10,000 40,000 50,000

TOamL $80,000 20,000 50,000 150,000 300,000

Asausiteos aud Coaeats

L. It is expected that study directors will have their salariespaid by their main professiornal affiliation.

2. Support staff includes those hired to do field as well asoffice work.

ASIEC A-

T=IBOOR USE STUDY

Purpose of Study:

To generate information about the distribution, storage anduse of taxtbooks produced under the project in order to improve theimplementation of the present project and the desilpi of furtherprojects.

Oblect ives

1. To mo0itor the textbook distribution and storage systems toassess the efficiency of the systems and to detect veaknesses so theymay be remedied.

2. To assess the quality and effectiveness of record keepingarrangements within the warehousing system and at ichools.

3. To gather systematic information about hcn teachers use thepupils' books, including (but not limited to):

a) how often (by veek) and for how long duringa day) *ech title is used:

b) how book sharing is orgamized;

c) hav much of ech title is covered durin gthe year;

d) vhat techniques teachers adopt while textsare in use: individual seat work, groupseatwork, oral recitation, atc.

4. To collect teacher and student opinions about the suitabilityof pupils books, including cultural appropriatenesso, difficulty leveland interest of students in content.

5. To gather systematic information about how teachers useteachers' guides, including (but not limited to):

a) how closely teachers follow the recowmendationof the guides;

- 14 7 -

b) vhether teachers use guides in class or forout-of-class preparation, or both.

6. To collect teacher opinions about che appropriateness andsuitability of teachers' guides.

7. To collect systematic information about the numbers andgeogSaphical distribution of sales of texts through bookstores, andthe socioeconomic level of those purchasing books.

S. To collect teachers' opinions regarding the usefulness andtimeliness of in-service training they receive in connection with theprovision of books.

Outputs

The study should produce:

a) semi-annual progress reports;

b) yearly reports of results;

c) special reports as appropriate addressingobjectives of the the study;

d) yearly recomndatios regarding:

1) izprovements in the distributionsystem;

2) expected life of texts and supple-mentary books in the classrooms(by grade) and hence an acceptableschedule of replacements;

3) the suitability of the ratio ofbooks to pupils adopted by theproject for texts aud supple-mentary materials;

4) improvements in in-service trainingfor the textbook component;

5) other issues that arise during thecourse of the study.

_748-

Methods

With regard to the study design, sampling procedures and datacollection methods, it is suggested that the following principles beadopted:

1) The sample of schools be representative ratherthan random, designed to cover the full rangeof variation in school size, remoteness, ageof school (i.e. how long in existence), andregional differences. Furtheremore, theclassrooms surveyed should represent the fullrange of size and number of grades per roomand level of qualifications and experience ofteachers.

2) Schools visited should fall into two categories:

a) those whose participation is solicitedIn advance and who therefore kcow theyare part of the study. Theme arereferred to below as participatintschools;

b) those who are visited once withoutprior warning. These are referredto below an spot-check schools.

tt Is Important to obtain the cooperation ofteachers who will supply information regularly.awever, results obtained frou these teacherswill not be typical of unvisited schools andthus findings developed from participatingschools must be checked regularly againstother (spot-check) schools.

3) Teachers in participating schools should beasked to keep a record of which baoks woreused for what purposes during each week. Anexplicit list of data desired should be givento each teacher and appropriate exercisebooks for record keeping should be suppliedto the teachers.

4) The size of the sample of participatingschools should be small, but larget enough toencompass the range of variations mentionedin comment 1. There should be at least anequal number of spot-check schools. At

_ 149 -

least 90% of the schools should be outsidethe capital city.

5) Participating schools should probably bevisited two or three ti=es a year, spot-check schools once.

Data Analysis

Data analysis is ultimately the respousibility of the evalua-tion taam. Methods should be discussed in detail in the proposal.Provision can be made for using computer facilities in Nigeria shouldthe evaluation team think this is appropriate.

Workshops

The evaluatiou team should hold (at least) the folloving vork-shops:

1) Informacional and collaborative workshops withauthorities:

a) During the plasni.g phase, whiledesign of the study is stiltentative, a workshop should b-bald so that the evaluators canobtain feedback from Ministry ofEducation officials, the Text-book Task Force, principals ofteacher traitn-g colleges,Instituts of Education staff,especially those responsible forin-servic- training and otherconcerned people;

b) the same group should meet againafter the first, second and thirdyears to review results.

2) Tralinig and orientation for participating teachers.Before the opening of school each year participatingteachers should attend a one-day training and orienta-tion session to discuss their role in the study.

Schedule

1. The study proposal should be submitted for review no later thanSeptember, 1983.

- t'O _

2. The study should begin no later than Marh, 12984. The periodbetween March and September should be used for pla=na±g and .str=:ez:development.

3. Classroom visits should begin during the first term afterdelivery of books to district warehouses so that:

a) major problems of distribution andstorage can be detected early;

b) difficulties teachers have when they beginto use the books can be identified (to helprevise training programg.)

4. The introduction of textbooks should be studied intensivelyduring the first year, lass intensively during succteding years.

5. A detailed inplementation schedule is shima on the next page.

_ 1 1 -

AN_ A

=rX3OOi USE sv.t:y

3491 | tt&. lqc 14Rs a7 *14R

= . ~~~~, 1Submt-roposal L L! I! r

Intcensive study _Gjral 2=_

FoIllovu z - I Grad I

IS A ;f ie I I _ Ii

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_______ _______ _ _ _ _ _: _ ; T I .L. ..6 : J I F :|__________ ___ _ Tr _ ih1rl L

ANNEX 3

TEYTBCOK E !C TrVEESS ST=Y

Textbooks will be introduced in Sierra Leone classrooms ona staged schedule but on a nationwide basis. Thus, in 1984-85, allfirst-grade classes will receive textbooks. The 1'ollowing year, allfirst, second and third-grade classes will receivek books. By thethird grade,classes at a811 grade levels will be receiving books.

While the new textbooks are being chosenL to reflect cur-ren:expert thinkIng about appropriate syllabi for prizary schools, therewi:l be no official changes in the curriculum prtesently approved byt-he Ministry of Educatiou for Sierra Leone primary schools.

Purpose

To gather evidence about changes iu student achievemnt,attendance and promotion ratas occurring aftar the introduction of text-books in primary classroom and to attempt to ass4es the extent to whichsuch changes may have been brought about by the uwe of textbooks.

Questions to be Addressed

1. Are student achievement levels different after the introductionof texts, as measured by teasts designed to assess achievement of existingcurriculum objectives?

2. Do student attendance patterns change a'ter the introductionof texts, as measured by weekly attendance records, late enrollenrts ordropouts?

3. Do year-end promotion rates change aftwr introduction of texts?

4 Ts it reasonable to attribute changes found in achievement,attendance or promotion rates to the introduction of texts?

Design

The general strategy of this type of study is to compareperformance of students who have used textbooks to performance of studentswho have not used textbooks. Because all the classrocms at a given gradelevel will receive texts, the only way to make th.s comparison is totest one group of students the year before textbooks are introduced inclassrooms. The next year, a different group of students, who have used

-1_3_

the books, are given the same tests. Performance levels of the twogroups are then compared.

.here are many problems with interpreting the results of astudy designed this way. In particular, it is difficult to knowwhether the group of students tested "before" are comparable to thestudents tested "after" introduction of textbooks. For this reason,it is particularly important that sampling procedures are appropriate,that data are carefully collected, and that the details of textbookdistribution and use be well understood.

Some specific comments on design, sampling procedures anddata collection methods are presented here.

1.. A *ource of great difficulty in preparing a sound design isthat teachers may change their behavior if they know they are beingstudied. Thus, while it semsa logical to use the msae teachers beforeand after, the results could not be considered representative acleast with regard to achievement and promotion. As a consequence,schools tested after textbooks iLtroduction should be different fromthose tested before and teachers should not be told that their classesare to be tested until shortly before it happens. On the other hand,teachers must know that the attendance records they are keeping arepart of the study. However, teachers are less likely to have an affecton student attendance. Therefore, in studying attendance the sameteachers could be used before and after. To summarize, if A, B and Care sampled sets of classes, the design might look like this:

SET OF CLASSES USED

Substudy Before After

Achievement A C

Attendance B B

Promotion A C

3. The study cannot possibly cover all subjects at all gradelevels. Therefore, the evaluators will have to choose which subjectsand which grade levels to test, in any given year. Several factorsshould be taken into consideration when making these choices. First,the tests used to assess student performance should be designed tocover the topics in the textbooks. 3ecause developing tests is tima-consuming, the evaluator should probably not attempt to develop morethan two tests per year. Second, results obtained the first year thetexts are introduced vill not be typical of what might be expectedafter teachers and students have become accustomed to using the newbc_hza. ~nal-y, it w-"r ;::habl7. -ak2 a difference 'r student per-

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formance whether or not the studeats have used textbooks the previousyear. All these factors should be takeu into coatsideration whendeciding which subjects to test during which years. Above all, thedesign should be kept simple. One might decide, for example, to testonly grades 2 and 5 in English and Math.

4. It vill probably make it easier to interpret the results ofcomparisons of achievement levels if pretests are given at the beginningof a school year, as vell as posttests at the eac of the school year.The major comparison will be between posttast results of students whohave used the textbooks and students who have not. However, because ofdifferences in prior experience with texts, the two groups will probablyuot start the year equal and it will be useful tco take these differencesinto account in the analysis. As noted in para. 3, *and shown in moredetail in the table below the situation is complicated.

Grade Lavels at Which Texts are Available

Taer Cohort StartsGrade 1 1 2 3 4 S 6

1981 No No No so No Yea

1982 No No No No Yes Yes

1983 No so Yes Yes Yes Yas

1984 Tes Yes yes TYs Yes Yas

5. This study consists of three substudies on attendance, achieve-ment, and promotion. Collecting daca for each substudy will presentdifferent difficulties. As noted above, it will be important to limitthe collection of achievement data to a few grade levels. Hovever, itmay be possible to gather attendance and promotion data for more gradelevels, or over longer periods of time. This possibility should betakAn into account when preparing the design.

6. The goal in this study is to generalize results to the entirenation. Thus, the sampling plan is crucial to the success of the study.However, resource constraints (particularly difficulty in travelling)may set limits. It may be necessary to restriet the population toschools with some minimsm number of students in the grade level beingtested. (Is it worth it to drive four hours from the nearest town tocollect data on two pupils?) Because of resource constraints thesample should be kept to the smallest reasonable size. The size can becalculated once the means and the standard deviation of the measures tobe used are knovw from pilot testing (or reasonable guesses ara made).

7. Tests for lower primary grades (in any subject) villI be verydifferent from those administered at the end of primary school. Itcannot be assu=ed that students know how to read or chat =any know howto take tests. The evaluators must be sure the tests are cestingcontent, not the ability to understand the instructions. For lovergrades answer sheets should be mimeographed with pictures used toidentify where students are co answer each question. The answer sheetcan, of course, have questions on it also. Test instructions should beoral, in the language the teacher customarily uses, but read from aprepared script so that test ad-inistration is standardized across class-rooms. With small children it is probably better to use open-endedresponses, rather than multiple choice, whenever possible. The child ismuch more likely to know what to do when he or she sees 4 + 6 -rather than 4 + 6 and a set of choices.

8. In order to decide whether changes in outcomes can beattributed to the introduction of textbooks it is crucial to know some-thing about how the textbook component was implemented in the schoolsused for testing and whether other things happened during the year thatmight affect the results. Did taxts get delivered? Were they used?Did the school inspectors suddenly start visiting the school regularly?Did another agency use the school or the village for a special program?Was the road to the school vashed out for three months? This kind ofinformation cam b- collected by intervieving teachers during the samevisit that test and other data are collected on students.

Data Analysis

Data analysis is ultimately the responsibility of the evalua-tion tema. Methods should be discussed in detail in the proposal. Itwill probably be necessary to use computer facilities, in Nigeria orelsewhere.

aeporting

The evaluation team should produce:

1) Semi-annual progress reports;

2) A final report on each comparison (aspecific subject at a grade level);

3) A final report, synthesizing theresults.

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Workshoos

The evaluation team should hold (at least) the following work-shops:

1) Methodological Critique.

When a draft study design has been preparedthe team should discuss it in detail withlocal experts and perhaps with an intvitedconsultant.

2) An informational meeting to discuss thepurposes of the study and its designL andorganization should be held. Participantsshould include Ministry of Educatiouofficials, the textbook task force, prin-cipals of teacher training colleges,,Institute of Education staff and other con-cerned people.

3) Participants Meeting

Techers whose classes are tetad wILl notknov about this in advance. Each year,after the data have been collected andanalyzed all these teachers should beinvited to a workshop at which the resultsare presented and discussed.

Schedule

The study proposal should be prepared asi early as possible andno later than September, 1983. Because the study is complicated theteam vill need much time for detailed planning antl test development. Itis not possible to lay out a detailed implementation schedule herebecause many decisions must first be made. We prosent only some cOentsfor each substudy.

Achievement

The study team should not attempt to test grade 1 studentsbecause it is difficult to do and because there viLll not be adequate timeto prepare and pilot-test examinations. Assume that grade 2 texts areintroduced in 1985-86. Then an appropriate schedule for assessiag grade2 achievement is as follows:

- 1=7 _

1983-84: Develop achievement test, pilot-testat end of school year, select schools.

1984-85: Revise test on basis of pilot-test,administer to appropriate sample ofsecond grade classes as "before" test.

1985-86: Administer same test to appropriatesample of second grade classes thathave been using textbooks as "after"cest.

Attendance

1983-84: Develop procedures and forms for col-lecting attendance data, pilot testforms.

1984-85: Choose an appropriate sample ofschools, enlist cooperation ofteachers, distribute forms in September,collect monthly at district offices.Note that it slLl be very useful to havedata for more than one yesr beforeintroduction of textbooks, so data

- *sheuld be collected for all grades atthe selected schools.

1985-86: Same as previous year.

Promotion

These data should be collected from all schools where otherdata are collected (either attendance or achievement data) once a year.

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S E C T I O N D

GLOSSARY OF TERMS USED IN THIS GUIDE

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ADVANCE sum paid by a publisher to an author which is setagainst future royalty earnings.

ADVANCED COPIES finished copies of a new book ordered by thepublisher before the delivery of the bulk supply.

AGREEMENT documhent between publisher and authors in which theooligations of each party are defined.

ARMBOARDS a small personal blackboard used by Primary Grade Ipupils in many African countries as a substitute for exercisebooks.

ARTWORK All original illustrative copy whether prepared by anartist, camera or other mechanical means. Any copy to bereproduced.

AUTHOR'S CORRECTIONS alterations to a proof made, either by theauthor or the publisher, after the original copy has been setin type.

BACKLIST books on a publisher's list published before thecurrent season.

BOLD version of a type design by which each character isthickened.

BOOK 3LOCK the printed, trimmed, sewn pages of a book prior tobinding. The page interior of a book.

CAMERA READY COPY Material readY for photographing usually forreproduction by Litho.

CAPITALS (OR CAPS) A, B, C, in contrast to a,. b, c.

CAPTION descriptive words or lines accompanying an illustration.

CASE BOUND a stiff cover binding, made usuall.y of cloth orleather glued to two boards, with edges tLLrned in.

CAST OFF character or word count of a typescript, usuallytranslated into likely number of printed pages.

CEO Chief Education Officer. Usually the Chief ProfessionalOfficer in a Ministry of Education.

COLOUR SEPARATION photographic process whereby four specificcolours are isolated from the coloured artwork for fourcolour printing.

COPY manuscript or typescript.

COPY PREPARATION that part of the editorial work which isconcerned with marking the manuscript with instructions forthe typesetter.

DISCOUNT percentage reduction off the list orice offered by apublisher to a bookseller or Ministry.

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DOUB3I-SPREAD the two facing pages of a book when opened.

:.RA;i`-3:`-COV-R s:yle of oinding in wnic-. a rhin board cove:sout on :o :he spine.

TRRA:UM, ERRATA list of corrections too Late tb be incorporatedin thie printed text as usually p:inted on a larel and placedinside -ach book.

EXTENT number of pages in a book.

FILM photographic film in positive or negative form from whichprinting plates can be made.

FIRST COSTS all origination costs plus research and developmentcosts which are incurred whether or not a copy of the book isprinted.

FORE-EDGE the outer edge of a book opposite to the spine.

FORMAT (or page size) the dimensions of the books when closed,page depth usually given first. .

GALLEY galley proofs are the first proofs taken after the texthas been typeset and before it is made-up into pages.

GRAIN direction in which paper forms itself on a paper-makingmachine; the grain should run parallel to the spine of thebook for easy opening.

GSM grams per square metre. A measurement of paperweight.

HALFTONE reproduction which conveys the varying tonal values ofa continuous tone photograph by breaking the image into dotsof varying sizes.

HEAD MARGIN white space at the top of a page.

HEADING displayed line of type naming the title of chapter orpart or paragraph.

HOT-METAL composition by means of a machine which casts-singlecharacters or complete lines in lead. This method oftypesetting has been largely supplanted by phototypesettingin industrialised countries.

HOUSE-STYLE system of rules followed by publisher to ensureconsistency of spelling, punctuation, capitalisation etc.

IMPRESSION all copies of a book printed at one time.

IMPRINT name of book's publishec.

ITALIC type which slopes to the right, mainly used for emphasis.

JOINT VENTURE a form of commercial incorporation in which twocompanies have agreed to join together sharing either costsor activities in an agreed proportion and sharing rewardssimarily.

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LAMINATION applying a thin plastic film to a printed sheet forprotection. A Laminated surface has a hard high gloss and isimpervious to stains. It can be applied in liquid or :nsheets. Lamination may peel if adhesion is not carefullycontrolled.

LANDSCAPE shape of an illustration or book where its widt^. isgreater than its height i.e. any book format which is bounddown the short edge.

LAYOUT design showing the arrangement of type and illustrationon a page.

LDC Less Developed Country.

LINE ARTWORK illustrations, diagrams which contain no gradationof tone.

LITHOGRAPHY printing process used for books, based on the factthat oil-based inks and water do not mix.

LOWER CASE (l.c.) small characters of an alphiabet (a, b, c, d, e,f, etc.).

MOE Ministry of Education.

NEGATIVE film in which the images of the ori.ginal is reversedfrom black to white.

NEWSPRINT cheapest kind of book paper.

OPACITY a quality in a sheet of paper which prevents thetype or image printed on one side from showing through to theother.

ORIGINATION typesetting of text matter and the reproduction ofillustrations to a form from which print:ing plates can thenbe made.

OVERMATTER composed text which exceeds the space it is meant tofill and needs editorial attention to rescue it.

OVERS sheets supplied in excess of the required number to allowfor spoilage in printing and binding.

PAGE-PROOF proof of typesetter and illustrations maae up intofinal page layouts.

PARASTATAL a state institution involved in commercial activitiesin partnership with a commerci-al organisation.

PHOTOGRAPHIC COMPOSITION (PHOTO-SETTING) high speed typesettingon a machine using a photographic process instead of castingcharacters in hot metal.

PLATE any whole printing surface which prints the whole of oneside of a sheet. (e.g. Lithographic plate, or an effectiveplastic or rubber letter press plate which prints one page ofthe book.)

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