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• Every learner in Grades 1-6 must get a literacy and numeracy workbook
• The workbooks must be handed out to learners and they must be allowed to take them home to do home work
• All learners must write in their workbooks and use them to answer questions and practice reading, writing and numeracy
• At the end of the year, the workbooks become the property of the learner and a record of the learner’s progress during the year
• The books will be supplied for free to the schools or parents. They are entirely funded by the Department.
If schools have not received workbooks at all or received the wrong number or books in the wrong languages, principals should phone the following Departmental Toll Free number:
0861 36 3600 or 012 357 4195
Textbooks and Educational Media - Nor- way. In South Africa I could not find any re- search on the quality and use of textbooks. Maybe not quite true: In 1999 Wilkinson and colleagues at the Vista University re- viewed a number of textbooks. They then concluded that many print based learning resources in fact constitute a “stumbling block in the achievement of true academic knowledge, skills and attitudes.”
A year ago I was trying to raise the ques- tion of the quality of textbooks with a se- nior member of the ANC’s education team. I was told that the quality of textbooks is not an issue that fits in the ANC’s current policy framework for improving education.
The quality of textbooks is one thing. The importance of textbooks is another. Prof Jonathan Jansen once said that OBE sug- gested that teachers do not require text- books; that such a notion was not only bi-
zarre but it also had a catastrophic effect on the development of teachers.
According to Prof O’Connell, UWC, the biggest mistake Prof Bengu made was to introduce OBE suggesting it could work without textbooks.
The importance of textbooks is well rec- ognized in education literature: “Textbooks are . . . as crucial to the teacher as a blue- print is to a carpenter.” “In maths . . . as much as 90% of the work students do is as- signed directly from a textbook. Any effort to improve student achievement cannot ig- nore the central role of the textbook in the curriculum.” “As younger, inexperienced teachers are thrown into classrooms . . . as much as 90% of the burden of instruction rests on textbooks.”
In a TV programme, Fokus, on SABC 2 on the 21st
February 2010, Prof Saartjie Gra- 1 Article by Christiaan Visser, Director of the Textbook Development Institute.
www.tdevi.com 25 142 CHAPTER 8 | TEACHING RESOURCES
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vett from the Education Faculty at the Jo- hannesburg University, suggested that the short-term solution to the quality of teach- ing and learning problem at schools is good textbooks.
In a recent DA workshop on education the Premier of the Western Cape, Helen Zille identified the quality of textbooks as one of the key factors that need to be addressed in dealing with the education crisis in the country.
In order to achieve quality in teaching and learning the real challenge, it would seem, is to devise strategies to improve the qual- ity of textbooks, and then to encourage teachers to use them effectively. Ultimately, the effectiveness of all practitioners is de- termined by the quality of the ‘tools’ they work with?1
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