TEXTBOOK POLICY (BASED ON UNESCO MATERIALS)

Abstract

The article justifies connection between education and policy. Due to the researches, conducted by UNESCO scientists, the definition of notion “textbook policy” is defined. The peculiarities of the implementation of textbook design projects are described, which include three components: adaptation of the curriculum, upgrading of teachers’ qualifications and process adjustment of publishing textbooks. In cases of insufficient planning and imperfect development of the following projects main shortcomings are identified: inconsistency of the manuscript with the requirements and objectives of the current curriculum, poor teacher training, delays in textbook publishing. It is detailed that the textbook policy should be aimed at helping students learn to live and coexist as one nation by integrating values of co-existence, respect and tolerance into the curriculum. The importance of improving the textbook as a major component of the educational policy system is explained. It is found out that, according to the World Declaration on Education for All, UNESCO’s main objective in this area is to provide all pupils with learning materials (textbooks and other elements of the educational and methodological complex) of high quality. Due to the organization’s department on the quality of learning, three main tasks for textbook policy are described: development of the textbook policy at national and international levels; improving the quality of new textbooks and improving the ones already published; increasing access to textbooks for all pupils. The basic strategies to fulfill these tasks are also discussed. There is a wide range of materials developed by UNESCO scientists to help scholars, government officials and authors (especially those working in countries with extremely limited financial resources and facilities) to contribute to improving the textbook industry.