This World Bank report is a rich compilation of information on teaching learning materials (TLM) in Africa based on the extensive and multi-faceted experience of the author's work in the education sector in Africa. The study examines a wide range of issues around TLM provision including curriculum, literacy and numeracy, language of instruction policy, procurement and distribution challenges, TLM development and production and their availability, management and usage in schools. It also looks at the role of information and communication technology (ICT) based TLMs and their availability. The study recognizes that improved TLM system management is a critical component in achieving affordable and sustainable TLM provision for all students. This study, which draws from more than 40 Anglophone, Francophone, Lusophone, and Arabic-speaking countries will be particularly useful for policymakers, development partners, and other stakeholders attempting to understand the wide range of issues surrounding the complexity of textbook provision in Sub Saharan Africa.

Textbooks play a key role in enhancing the quality of learning, especially in the context of low-income Sub-Saharan African (SSA) countries characterized by large class-size, poorly motivated and inadequately trained teachers, and short effective school years. There are also high rates of illiteracy among parents and few reading materials at home for the student to bank on. Despite extensive investments by governments, the World Bank and other development partners, the majority of students in primary and secondary schools in SSA still lack the benefit of access to textbooks and the key reason for this shortage is affordability: textbooks are generally much more costly in SSA than in other developing regions. The need to increase access to key learning resources is of particular urgency because most African countries experience low learning outcomes which in part contributes to a high drop-out rate. Only two-thirds of those who enter school reach the final grade and only about half of these master basic numeracy and literacy skills. And although quality improvement depends on many factors inside and outside the school, there is wide agreement that availability of textbooks is both an indispensable and a cost-effective way of improving the quality of the learning process. A recent World Bank study examined the actual costs of textbooks, the scope for cost reduction, the portion of a national budget countries allocate to teaching and learning materials (TLMs) and hurdles in the way of making textbooks available to student. Some interesting findings from the study - - The availability of affordable textbooks to all students could be dramatically improved by devoting an estimated 3 to 4 percent of the primary education budget and 6 to 7 percent of the secondary education budget - The production process †“ methods, copyright, length of print runs, effective procurement practices †“ rather than the production costs should be the target of cost saving strategies - The increased integration of ICTs into education in SSA can provide important opportunities for promoting availability of electronic TLMs but electronic TLMs are not a substitute for printed TLMs including textbooks

Science is a serious business, right? Wrong. Scientists have been participants in the best reality show of all time, with all the highs, lows, bust-ups, and strange personalities of any show on telly today. From Luke O'Neill - the science teacher you wish you'd had - this hugely accessible history of science reveals the human stories behind the biggest discoveries. For example, we meet Charles Darwin as he weighs up the pros and cons of marrying his cousin: 'constant companion' vs 'less money for books'. Tough call. To Boldly Go Where No Book Has Gone Before covers everything from space travel and evolution to alchemy and AI. Written by one of our leading scientists, this is an insider's account that celebrates the joy of science. It is filled with all the juicy bits that other histories leave out.

From the men and women associated with the American Revolution and Civil War to the seminal figures in the struggles for civil and women's rights, Americans have been fascinated with and drawn to icons of great achievement, or at least reputation. But who spins today's narratives about American heroism, and to what ends? In a nation so wracked with division, is there any contemporary consensus about the enduring importance of our heroes or what traits they embody? Can heroes survive in our environment of 24/7 media coverage and cynicism about the motives of those who enter the public domain? In Where Have All the Heroes Gone?, Bruce G. Peabody and Krista Jenkins draw on the concept of the American hero to address these questions and to show an important gap between the views of political and media elites and the attitudes of the mass public. The authors contend that important changes over the past half century, including the increasing scope and power of new media and people's deepening political distrust, have drawn both politicians and producers of media content to the hero meme. However, popular reaction to this turn to heroism has been largely skeptical. As a result, the conversations and judgments of ordinary Americans, government officials, and media elites are often deeply divergent and even directly opposed. Exploring and being able to show these dynamics is important not just for understanding what U.S. heroism means today, but also in helping to wrestle with stubborn and distinctively American problems. Investigating the story of American heroes over the past five decades provides a narrative that can teach us about such issues as political socialization, institutional trust, and political communication.