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INTRODUCTION
A cu rriculum is a plan fo r action o r a w ritte n d o c u challenges faced by th e institutio ns responsible fo r
m en t th a t includes strategies fo r achieving desired curriculum and te x tb o o k d e v e lo p m e n t and probes
learning goals o r ends. It d ete rm ine s th e goals o f th e possible causes th a t may im p e d e th e sm ooth
edu catio n, th e co n te n t and its organization, p ro fu n c tio n in g o f these institutions.
cesses o f teaching and learning, th e activities and
experiences th a t need to be stressed, te xtb o o k s and The data p ro vid e d in th e ch ap ter draws from
evaluation procedures.1 A curriculum should have sem i-structured interview s o f various representa
substantial in p u t fro m those entrusted w ith d eliver tives o f cu rriculum and te x tb o o k institutions in the
ing it b u t te x tb o o k d e ve lo p m e n t appears to be the fo u r provinces and th e literature and m edia rep orts
o nly process focused upon in Pakistan.2 The m ajority available on th e said topics. The ch ap ter draw s co n
o f teachers use te xtb o o k s as th e principal source o f clusions from th e available data and offe rs som e rec
material fo r th e ir lessons.3 A lth o u g h publishers and o m m en da tion s as a w ay to c o m b a t th e a dm inistrative
te x tb o o k boards have been e n co urag ed to reco m snags and professional d ilem m as th a t th e institutions
m end learning m aterials o th e r than th e te x tb o o k , the face at present.
practice has seldom gaine d pro m in en ce at any level
o f teaching and learning. The te x tb o o k has always re
m ained th e sole source o f kn o w le d g e dissem ination H ISTO RICAL PERSPECTIVE O N
in th e classroom and th e only means th ro u g h which
CURRICULUM A N D T E X T B O O K
th e curriculum is actualized.
D E V E LO P M E N T
T hat having been said, m ost te x tb o o k s su ffe r from
p o o r quality. W hile curriculum in Pakistan has un Curriculum developm ent
d e rg o n e several m od ifica tio ns o ver th e years- m ost
nota bly in 2006 - 2007 it was revised to make it m ore In Pakistan, th e curriculum has u nd e rg o n e several re
objectives-based, o u tco m e driven and responsive to visions. The first national cu rriculum in Pakistan was
cu rre n t needs- te x tb o o k d e ve lo p m e n t has n ot kept d e v e lo p e d in 1975 - 1976. It was th en revised in 1984
pace. Im provem ents in te x tb o o k d e ve lo p m e n t can - 1985 and then again in 1994 - 1995. The next review
play a critical role in im p ro vin g th e q u a lity e d u ca to o k place d u rin g 200 0 - 2002. In 2005, a c o m p re
tio n in Pakistan. Pakistan is c o m m itte d to im proving hensive review o f school curricula was undertaken.
th e q u a lity o f e du catio n th ro u g h its co m m itm e n t to The curriculum was review ed to make it m ore objec-
Education fo r A ll (EFA) and A rtic le 2 5-A w hich lists tives-based and o u tc o m e driven as well as respon
ensuring g o o d q u a lity edu catio n co n fo rm in g to p re sive to th e m odern, so cioeconom ic, technical, p ro
scribed norm s and standards as th e g overnm ent's fessional and lab or m arket needs o f th e country. As
co nstitu tion a l responsibility. a result o f this process, a revised curricula fo r 25 core
subjects (grades 1 - 12), know n as th e N ational C ur
riculum 2006, e m e rg e d .4 O n e o f th e hallmarks o f the
O V E R V IE W O F CHAPTER new curricula was th e inclusion o f S tudent Learning
O u tco m e s (SLOs) fo r each su bject and g ra d e level. It
This ch ap ter explores cu rriculum and te x tb o o k d e was on th e basis o f these SLOs th a t assessments and
v e lo p m e n t in Pakistan. It traces th e history o f cu rric te x tb o o k s w ere to be deve lo pe d .
ulum and te x tb o o k d e ve lo p m e n t w ith respect to the
pre- and p ost-d e vo lu tio n scenario. Then it describes In Pakistan, th e process o f cu rriculum d eve lo pm e nt,
th e cu rre n t situation in th e provinces w ith regards to pre- and p o st-de vo lu tion , has been kept away from
organizations involved in te x tb o o k d e ve lo p m e n t and th e key players in th e fie ld . The m ajor stakeholders
th e ir roles, staffing and professional d e ve lo p m e n t in edu catio n inclu ding teachers, te x tb o o k w riters and
as well as th e te x tb o o k d e ve lo p m e n t process. It ex parents have no influence on curriculum planning
plores th e e m e rg in g challenges th a t th e provinces and d eve lo p m e n t. The curriculum is sim ply handed
enco u n te r as th e y settle into th e ir new roles a fte r the over to teachers w ith o u t any regard to th e fa ct th a t
18th A m e n d m e n t. The ch ap ter also reflects on the th e y can be th e best source to e nligh ten upon th e d e
ve lo p m e n t needs and interests o f students.
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Punjab ify practices to align te x tb o o k s w ith th e national cur
riculum . However, this has n ot always been possible.
A fte r d evo lu tion , in Punjab th e key organizations in The SLOs are n ot self-explanatory and are n ot always
volved in d e ve lo p in g curricula and te x tb o o k s are th e easy to translate into te x tb o o k m aterial. As a result,
new ly in tro d u ce d Punjab C urriculum A u th o rity (PCA) o nly som e publishers have been w illing to o r are, to
and th e Punjab T e xtb o o k Board (PTB). som e d eg re e, capa ble o f d o in g this and th e rest have
co ntin ue d w ith tra d itio n a l practices.
The PCA was co n stitu te d u n d e r th e Punjab Super
vision o f C urricula, T extbooks and M aintenance o f Sindh
Standards o f Education Bill. A c c o rd in g to th e PCA
A c t 2012, it bears th e re sp on sibility to: (1) Prepare Post-devolution, te x tb o o k d e v e lo p m e n t in Sindh is
schem es o f studies, curricula, m anuscripts o f te x t overseen by tw o organizations: th e Bureau o f C ur
books; (2) A p p ro v e standards o f e du catio n and riculum and Extension W in g (BCEW) and Sindh Text
m anuscript o f a te x tb o o k p ro d u ce d by any person b o o k Board (STBB). Sim ilar to th e DCTE, th e BCEW
o r a gency befo re th e te x tb o o k is prescribed fo r any exercises a su pe rio r role in te rm s o f ensuring te x t
class o f an institutio n; (3) Regulate and co n tro l p rin t b o o k quality. It is tasked w ith review ing and re co m
ing, p ub lica tion and sale o f te xtb o o ks and o th e r sup m en din g te x tb o o k s fo r p ub lica tion to th e provincial
p le m e n ta ry m aterial; and (4) M aintain standards o f review c o m m itte e a fte r th e y m eet required stan
e du catio n.6 dards.
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stand, publishers are unw illing to invest in hiring process (one c o n d u c te d at th e level o f th e te x tb o o k
q ua lifie d persons and this poses a m ajor challenge in board and th e o th e r w ith th e curriculum authority)
te rm s o f p ro d u cin g q u a lity te xtb oo ks.9 and a final notifica tion o f th e te x tb o o k s (Table 6.1).
There are a few nota ble exceptions in th e process.
Textbook reviewers For exam ple, all th e provinces make use o f private
publishers w ith th e exception o f Sindh, w hich w orks
T e xtb o o k reviewers usually fo rm p a rt o f an Internal w ith te x tb o o k w riters directly. As a result, th e STBB is
Review C o m m itte e (IRC) o r External Review C o m m it m ore closely involved in th e te x tb o o k d e v e lo p m e n t
te e (ERC) d e p e n d in g on w hich institutio n th e y are process. In Punjab, th e PCA is m eant to serve th e cur
placed at. The roles and profiles d iffe r slightly. The riculum a u th o rity as well as oversee te x tb o o k d e ve l
IRC consists o f 4 to 6 persons, inclu ding a relevant o p m e n t. It also has a m ore d eta ile d te x tb o o k review
su bject specialist, w o rkin g teachers accordin g to the process. Finally, a p a rt from KP, th e re does n ot appear
te x tb o o k level (e.g. p rim ary school teachers fo r p ri to be a req uirem en t to fie ld -te s t th e m anuscripts b e
m ary textbooks) and o th e r experts. In Balochistan, fo re g ra ntin g a NOC.
th e IRC has m em bers from th e Provincial Institute
fo r Teacher Education (PITE) as well. The ERC has a Textbook developm ent and review guidelines
b ro a d e r range o f 6 to 9 reviewers inclu ding content,
curriculum , and assessm ent experts, w o rkin g te ach T e xtb o o k d e v e lo p m e n t and review fo llo w a set o f
ers and university o r co lle g e fa culty m em bers as guidelines. A gain, th ere are sim ilarities w ith a few
w ell as representatives o f th e te x tb o o k boards and nota ble exceptions. T e xtb o o k w rite rs are expected
curriculum authorities. The ERC is usually headed by to d e ve lo p m anuscripts in accordance w ith th e SLOs
a private se ctor o r retired e ducationist. In Sindh an in th e national curriculum and id e o lo g y o f Pakistan.
illu strato r should also be a m e m b e r o f this co m m itte e A p a rt fro m this, th e y are e xp e cte d to make use o f
b u t such a person is n ot usually available. th e ir ow n und ersta nd in g , k n o w le d g e and skills as
well as previous experience in d ra ftin g th e m anu
The curriculum authorities o fte n have a p o o l o f te x t script. They are n ot e xp e cte d to d o any a dd itional
b o o k reviewers w ho th e y draw from . For exam ple in research d u rin g te x tb o o k d eve lo pm e nt.
th e case o f Punjab, th e PCA draw s from a poo l o f over
500 registered te x tb o o k reviewers. The te x tb o o k re W ith regards to te x tb o o k review, a p a rt from ensuring
view ers are e xp e cte d to review th e m anuscripts and m anuscript a lig n m e n t w ith th e national curriculum
su gg est im p rove m e nts on th e w riter's w o rk in light SLOs, reviewers fo llo w o th e r guide lin e s as well. In
o f th e g uide lin e s p ro vid e d to th em . T e xtb o o k review Sindh reviewers review th e e ntire m anuscript fo r co n
ers are p ro vid e d a b rie f o rien ta tion on th e curriculum tent, illustrations, vo lu m e and length. The IRC is g iv
and SLOs (as in th e case o f th e PCA), b u t th e re is no en an inform al o ne -d ay tra in in g fo r review ing on the
form al, stru ctu re d train in g offered. basis o f said SLOs, co m p ete n cie s and benchm arks.
There are no m ajor differences b etw een th e internal
Selection o f m em bers fo r th e review com m ittees, and external review processes.
fo r exam ple in Sindh, is d o n e by th e BCEW fo rw a rd
ing su gg este d names to th e Education Secretariat, In Punjab th e review process goes th ro u g h fo u r
w hich provides final approval and notifies th e c o m stages and c o m m itte e s are g u id e d to loo k fo r a
m ittee. However, p e o p le o fte n g e t a p p o in te d to the p ed a g o g ica l schem e o f th e respective su bject as
co m m itte e s on basis o th e r than a p p ro p ria te exper prescribed in th e respective curriculum , volum e
tise. As a result th e y d o n ot always p articip a te in the (should m ee t p a g e -lim it set by th e PTB), plagiarism
review process as required. (should have original content), d iscrim in ato ry m ate
rial (should be free from all kinds o f social, regional,
cultural, religious, gender, ethn ic and sectarian b i
ases) and p ilo tin g (m anuscript should be pre-tested
T E X T B O O K D E V E L O P M E N T A N D REVIEW
w ith a representative sam ple along w ith a p p ro p ria te
PROCESS
d o c u m e n ta tio n o f checklists and evidence). To w hat
e xten t all this takes place in practice is a no the r m at
In all th e provinces th e process o f te x tb o o k w ritin g
ter.
and review follow s a sim ilar traje ctory, from m anu
scrip t d e ve lo p m e n t to at least a tw o -sta g e review
84
1 Process KP P u n ja b S in d h B a lo c h is ta n 1
S te p 3: In te r n a l r e v ie w 5 - m e m b e r IRC r e v i e w s / R e v ie w g o e s th ro u g h 4 - m e m b e r IR C r e v i e w s / F irst a d e s k re v ie w
b y t h e IR C o f t h e m a n u s u b m its r e p o rt to fo u r sta g e s: s u b m its re p o rt to STBB. c o n d u c te d b y BTBB.
s c rip t fo r a lig n m e n t a n d KPTBB. KPTBB arra n g e s S t a g e 1: A 4 - m e m b e r In s o m e c a s e s S T B B 6 - m e m b e r IRC r e v ie w s
q u a lity a n d s u b m is s io n a m e e t i n g o f IRC a n d c o m m itt e e re v ie w s / e d its m a n u s c r ip t its e lf, o r s u b m its re p o rt to
o f re c o m m e n d a tio n s . p u b lis h e rs fo r s h a rin g s u b m its re p o rt to PCA. o t h e r w i s e t h e IR C w o r k s BT BB. P u b lis h e r in c o r
R e v is io n o f m a n u s c r ip t a n d a n s w e rin g q u e s P u b lis h e r in c o r p o r a te s w ith te x tb o o k w rite r to po ra te s chan ges.
by te x tb o o k d e v e lo p t io n s . changes. fa c ilita te c h a n g e s .
ers. S t a g e 2: A 3 - m e m b e r
c o m m itt e e re v ie w s re
v is e d d ra ft, if a n y g a p s
l e f t , i t is s e n t b a c k f o r
im p ro v e m e n t.
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E ducation M o n ito r
Emerging issues The Punjab G o vernm e nt is in th e process o f w orking
o u t a solution. However, fo r th e 2014 academ ic year,
O n e o f th e issues raised in regards to te x tb o o k w rit students have to use o ld te xtb oo ks.
ing, is th e stru g g le th a t te x tb o o k w rite rs g o th ro u g h
in in te rp re tin g th e curriculum d o c u m e n t and a lig n
ing it w ith SLOs. As m en tion ed previously, th e y re STATUS O F T E X T B O O K D E V E LO P M E N T
ceive no stru ctu re d tra in in g fro m e ith e r th e te x tb o o k
boards o r curriculum a uth orities to gain insight into C urriculum and te x tb o o k s share a vital link. The new
th e d o cu m e n t. A s a result, te x tb o o k m anuscripts o f curriculum was p ro m u lg a te d in 2006 w ith th e in
ten to d o n ot m eet th e review requirem ents, causing te n tio n th a t th e te x tb o o k s w o u ld be d e v e lo p e d ac
delays in p ublishing o r subpar q u a lity te xtb o o k s are co rd in g to th e new ly available guidelines. However,
p ro d u ce d . For exam ple in Sindh th e STBB has, at to d ate m any te x tb o o k s are still p ublished in accor
tim es, had to rew rite te x tb o o k s on b eh alf o f te x tb o o k dance w ith th e o ld cu rriculum fram ew ork. The status
writers. o f d e v e lo p m e n t o f such te x tb o o k s varies across p ro v
inces. In Punjab and KP many te x tb o o k s in a lig nm en t
A n o th e r issue is co nflicts w ith th e review fe ed ba ck w ith th e new curriculum have been p ublished and
o r pressures th a t p revent in co rp o ra tin g review fe e d dissem inated whereas Sindh and Balochistan lag b e
back. This is o fte n d ue to gaps in expe rtise o r per hind, and are still using m ore te x tb o o k s based on the
ce ptio ns b etw e en th e w riters and publishers and the o ld curriculum .
review co m m itte es. For exam ple, in Sindh, on occa
sion, te x tb o o k w rite rs and even th e STBB disagree on For exam ple in KP a lm ost all te x tb o o k s fo r grades
th e fe e d b a ck on m anuscripts th a t th e y receive from 1 to 12 have been d e v e lo p e d . This year 72 books
th e BCEW review co m m itte e . In th e case o f Baloch have been issued N O C s fo r p ublishing. The DCTE
istan, due to th e sh o rta g e o f publishers, th e y exercise has also re-review ed 40 te x tb o o k s as per directives
a m on op oly, so review rubrics are n ot a pp lie d . There o f th e gove rn m e nt. In a d d itio n , 6 w o rk b o o k s o f d if
are also political and d e p a rtm e n ta l pressures on the fe re n t subjects have also received NOCs. In Sindh,
BOC to a pp ro ve th e te xtb oo ks, w hich hinders over a ltho ug h w o rk began in 2010 on new te xtb o o ks, the
all quality. T e xtb o o k reviewers feel th a t th e y cannot process has been co m p arative ly slower. A t present
raise critical issues o r reject a te x tb o o k in fear th a t the th e STBB has shared 7 m anuscripts w ith th e BCEW
next tim e th ey w ill n ot be included in th e process. fo r review, these inclu de English, m ath and science.
Last year th e BCEW o nly review ed one te x tb o o k fo r
Finally, th ere are co o rd in a tio n p ro b le m s betw een g ra d e 1. This year th ey w ill be review ing a b o u t 20
th e institutions and th e review com m ittees, w hich re new te x tb o o k s fo r th e p rim ary level. In th e next phase
sult in extensive delays in th e te x tb o o k d e ve lo p m e n t m iddle, secondary and h ig he r secondary level te x t
process. In th e case o f Punjab, d ue to th e revision o f books w ill be review ed as well.
roles b etw e en th e PCA and th e PTB and th e ensuing
stru g g le fo r tu rf, th e re have been substantial delays Reasons fo r th e delays have to d o w ith lack o f capac
in th e approval o f te x tb o o k s this year. In D ece m b e r ity in th e existing institutio ns as well as a s h ortag e o f
2013, PCA g ra nte d a N O C to 106 m anuscripts fo r te x tb o o k w riters and publishers. The lack o f te x tb o o k
g ra d e 8 and th e Select C o m m itte e was required to w riters w ith ade qu ate k n o w le d g e o f th e new cu rric
finalize th e m anuscripts fo r p rin tin g and th e p ro v i ulum appears to be an im p o rta n t issue. M any given
sion o f te xtb o o ks. However, th e Select C o m m itte e benchm arks and SLOs are left unaddressed because
a lle g e d ly w e n t b eyond its m andate to initiate a re o f such incapacities. This in itse lf suggests lack o f
view o f th e m anuscripts and declared th e m to o full consistency in th e a pp lica tio n o f th e new curriculum
o f mistakes to be p ublished.10 It claim ed th e PCA re to g e th e r w ith e xposing students to differen tia l q u a l
view had n ot been co n d u cte d properly, thus NOCs ity inputs.
w ere n ot g ranted. The PTB was e xpe cted to develop
m anuscripts fo r te xtb oo ks, b u t this d id n ot happen.
86
Lack of link betw een curriculum and textbooks In th e absence o f role d e fin itio n and precision in in
stitutional governance, th e re may be an im p a c t on
C urricu lum and te xtb o o k s share a vital link. The new in ten de d o utco m e s in th e lo n g e r run. M oreover, it
curriculum was p ro m u lg a te d in 2006 w ith th e inten- may fu rth e r p roblem atize th e fu n c tio n in g o f c u rricu
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E ducation M o n ito r
lum auth orities and te x tb o o k boards th a t are already low ed, political interfere nce negatively affects the
at a p re lim ina ry stage o f d e ve lo p m e n t p o st-d e vo selection process and even w here w rite rs are highly
lution. In th e wake o f th e a m b ig u ity th a t prevails in q ualified, th e y d o n ot necessarily have su fficien t ex
g o ve rn ing such institutions, it is im p o rta n t to revisit perience o r tra in in g to c o n d u c t th e task at hand.
th e fra m e w o rk fo r possible m odifications. The e sta b
lishm ent o f a task fo rce in th e provinces to review the There is a d ire need to im p rove th e selection p ro
existing capacity, and a road m ap fo r im p roving the cess fo r b oth publishers and te x tb o o k w riters. On
institutional ca pa city o f such organizations may be th e one hand, selection criteria fo r publishers m ust
needed. be established and on th e o th e r it m ust be enforced.
The same goes fo r te x tb o o k w riters. The criteria m ust
Inadequately staffed institutions take into a ccount th e needs o f te x tb o o k w ritin g, and
a tran spa ren t selection process th a t is n ot affected
W ith th e d e vo lu tio n o f curriculum and te x tb o o k d e by p olitical pressures needs to be established. M o re
v e lo p m e n t responsibilities to th e provinces, th e bur over ade qu ate tra in in g program s fo r te x tb o o k w riters
den on th e provincial g o ve rn m e nts has increased to are required to im prove th e ir capacity. Such steps are
a g re a t extent.14 A m ajor challenge b eing posed to again necessary to prepare high q u a lity te xtb o o ks
th e curriculum and te x tb o o k institutio ns is th e sh ort w ith o u t c o m p ro m isin g th e standard o f these.
age o f tra in e d s ta ff to serve in th em . A case in p o in t is
th e PCA o r th e KPTBB, b oth o f w hich had a shortage Imperfectly selected and trained textbook re
o f key technical staff. A n o th e r exam ple is o f Baloch viewers
istan w here, apparently, som e persons w ith political
backing have been hired in th e BOC o r th e BTBB. A m ajor concern p ost-d e vo lu tio n is th e lack o f trained
Lack o f sta ff fu rth e r aggravates th e sm ooth fu n c tio n s ta ff to skillfully undertake th e review process. No
ing o f these institutions. It causes p ro b le m s in selec ca pa city b u ild in g has taken place p rio r to th e d e v o
tio n o f te x tb o o k w riters and publishers, delays in the lution o f responsibilities to th e provinces and m ost
te x tb o o k review process and aggravates th e q ua lity o f th e given train in g s a pp e a r to have been m ism an
issue further. aged.15 Further, th e re is a lack o f o rie n ta tio n p ro v id
ed to th e review s ta ff p rio r to th e review c o m m itte e
Poor quality publishers and textbook writers m eetings. C on flicts are b o u n d to arise if review c o m
m itte e m em bers lack th e professional ju d g m e n t to
The curriculum and te x tb o o k organizations in Paki undertake such tasks. Thus, in som e cases w e find
stan face a persistent d ilem m a o f p ro d u cin g g o o d exam ples o f te x tb o o k w riters unw illing to accept the
q u a lity te xtb o o ks. In an e ffo rt to ensure b e tte r qua l fe e d b a c k o f review com m ittees.
ity te x tb o o k s th e Pakistan G o vernm e nt has initiated
p u b lic private partnerships in p ublishing te xtb oo ks, There is a d ire need to rid review co m m itte e s o f un
w hich was once th e m andate o f provincial te x tb o o k necessary b ureaucratic scuffles, w hich prove d e tri
boards alone. Punjab, KP and Balochistan have al m ental to th e p ro d u c tio n o f g o o d q u a lity te xtb oo ks.
ready capitalized on th e o p p o rtu n ity to invite p ri The PCA te x tb o o k review is one case in point. O n the
vate publishers to p ro d u ce th e ir te xtb oo ks, whereas one hand th e re is clearly a tussle b etw e en th e PCA
in Sindh th e STBB still reserves th e rig h t to publish and PTB over th e ir respective m andates, b u t th e fa ct
its ow n te xtb o o ks. However, this m ove has n ot nec th a t none o f th e te x tb o o k s passed final selection
essarily resulted in an im p ro ve m e n t in th e q u a lity o f raises questions a b o u t th e review process as well as
te xtb oo ks. As noted above, publishers m eeting es th e professional ca pa city o f th ose ve ttin g such m an
ta blishe d criteria are n ot always selected, in m any in uscripts fo r pub lica tion . It is, therefore, im perative
stances th e y are ju s t printers and in som e cases (such th a t th o ro u g h and w ell inform e d professionals are
as in Balochistan) th e re is a severe sh ortag e o f p u b e n g a g e d fo r th e purpose o f te x tb o o k review, so th a t
lishers to begin with. learned decisions are m ade to w ards successful te x t
b o o k d e ve lo p m e n t. O n g o in g tra in in g program s are
A n o th e r a spe ct o f this challenge is th e careful selec also need to be held to im p rove th e q u a lity o f te x t
tio n o f te x tb o o k w riters. Across th e provinces there b o o k review.
are instances o f te x tb o o k w rite rs w ho lack expertise
in th e subjects th e y w o rk on and awareness o f the
national curriculum SLOs. Three issues em erge: se
lection criteria are n ot always standardized and fo l
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E ducation M o n ito r
Select com petent publishers and bureaucratic scuffles in o rd e r to p ro du ce b e tte r
q u a lity te xtb o o ks. They th en need to ensure th a t the
The vision th a t inform s d e ve lo p m e n t o f materials, private publishers fo llo w th e a p p ro p ria te p ro to co l fo r
co n te n t presentation, physical layout and contextual p ro d u cin g b e tte r q u a lity te xtb oo ks.
a ppropriateness are vital co m p o n e n ts o f any te x t
book.19 Such elem ents should be taken care o f by the
publishers to g e th e r w ith th e authors and te x tb o o k W A Y FO R W A R D
boards. A t present p ublishers and others involved ig
nore such im p o rta n t features as q u a lity co n tro l m ea It is d iffic u lt to overstate th e im p o rta n ce o f an a p p ro
sures, by and large. M ost o f th e te x tb o o k s suffer from priate curriculum , and g o o d te xtb o o ks, based on it,
ty p o s and gram m atical errors, p o o r visual q u a lity and in th e c o n te xt o f q u a lity e ducation. Even if th e fo rm e r
physical layout and unbalanced co n te n t and contex is p ro p e rly d e v e lo p e d , w ith in p u t fro m im p o rta n t
tual representation. The result is te xtb o o ks th a t are stakeholders such as c o m p e te n t teachers and su b
unappealing and d o n ot e n g ag e students. je c t specialists, th e a rticulation o f curricular goals in
It is, therefore, very im p o rta n t to eng ag e c o m p e te n t te x tb o o k s is usually narrow and inadequate. This has
publishers w ho can p ro d u ce b e tte r q u a lity te xtb o o ks th e consequence o f lim iting th e scope o f th e d e liv
keeping th e above elem ents in m ind. The g o v e rn ered curriculum and learning in th e classroom . So, at
m ent has already e n co urag ed te x tb o o k boards and b oth levels, w e need rob ust institutio ns and rational
curriculum auth orities to e n g ag e private publishers processes th a t can d o justice to th e d is tin c t b u t very
to d e ve lo p g o o d q u a lity te xtb o o ks. However, th e in m uch related tasks o f curriculum and te x tb o o k d e ve l
stitutions need to rid them selves o f n ep otistic trends o pm ent.
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