Publishing for Pre-Tertiary Education in Ghana: The 2002 Textbook Policy in Retrospect

Autor/inn/en	Opoku-Amankwa, Kwasi; Brew-Hammond, Aba; Mahama, Anatu Kande
Titel	Publishing for Pre-Tertiary Education in Ghana: The 2002 Textbook Policy in Retrospect
Quelle	In: Educational Studies, 41 (2015) 4, S.414-429 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2015.1018873
Schlagwörter	Foreign Countries; Textbooks; Information Dissemination; Delivery Systems; Publishing Industry; Educational Policy; State Policy; Textbook Publication; Private Sector; Public Sector; Partnerships in Education; Educational Change; Secondary Education; Developing Nations; Interviews; Content Analysis; Ghana + Suchen Sie Ihr Suchwort? Ausland; Textbook; Text book; Schulbuch; Lehrbuch; Informationsverbreitung; Auslieferung; Politics of education; Bildungspolitik; Privater Sektor; Öffentlicher Sektor; Hochschulpartnerschaft; Bildungsreform; Sekundarbereich; Developing country; Developing countries; Entwicklungsland; Interviewing; Interviewtechnik; Inhaltsanalyse
Abstract	This paper assesses the performance of the "National Textbook Development and Distribution Policy for Pre-Tertiary Education" of 2002. It examines the policy in theory and in practice by exploring the extent to which the liberalisation of the textbook trade has helped to improve on textbook procurement, production and distribution, availability, quality and access to the books. The paper discusses the context leading to the transition from the state-controlled policies to the present liberalised textbook provision policies in Africa. The tensions that marked the transition period and the role of the World Bank and other development agencies in the policy shift have also been discussed. The paper identifies a number of implementation challenges stalling the full realisation of the objectives of the textbook policy including the Ministry of Education's interference in the textbook procurement process and some publishers' and authors' abuse of the conflict of interest regulation in the policy. The paper makes a number of recommendations for consideration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01