The World Bank is revising its Operational Guidelines for Textbooks and Reading Materials [pdf]. Commonly referred to as our 'textbook policy', this is a guidance document for our ‘clients’ and partners in ministries of education and finance, our own staff and (to a lesser extent) broader stakeholder communities interested and involved in the development, procurement, dissemination, and assessment of the use, of learning materials (especially within the context of World Bank-funded projects in the education sector).
The current policy dates from 2002. My first reaction when I heard that the World Bank would be revising its “textbook policy” was to the term itself. In 2012, surely we should be thinking beyond just 'textbooks', more broadly encompassing a wide variety of educational resources than the traditional conception of a printed book landing with a thud on the desk of a student? Despite regular proclamations from certain quarters about the impending ‘death of the printed book’, printed textbooks – especially in the developing countries where the World Bank is active -- aren’t going away any time soon. That said, there is no doubt that the landscape of and business climate for ‘educational publishers’ is changing radically in much of the world, and that this change is being fueled in large part by the increased distribution and adoption of a variety of disruptive technologies, which are increasingly to be found in schools and local communities, even in some of the poorest.
How might, or should, a new World Bank ‘textbook policy’ be relevant and useful in such a world going forward? How narrowly – or expansively – should it consider its guidance related to learning materials? To what extent should such a policy attempt to signal or highlight the potential relevance or importance of certain trends, approaches or perspectives – especially as they relate to the emergence of a variety of new technologies?