Common Core Programme Curriculum submission guidelines for publishers

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NaCCA announced textbooks for Kindergarten and primary schools
NaCCA announced textbooks for Kindergarten and primary schools

The National Council for Curriculum Assessment (NaCCA) has announced Common Core Programme Curriculum Submission Guidelines for Publishers.

According to Management of NaCCA, this forms parts of Terms and Conditions under which publishers will submit textbooks for assessment and approval for the new CCP curriculum for pre-tertiary education JHS1–JHS3 (Basic7–9).

NOTE ON LANGUAGE     

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The following guidelines shall apply:

  1. All materials written in English language shall use British English.
  2. All materials written in Ghanaian language shall conform to the current local orthography and usage.
  3. All materials written in French shall conform to standard usage.
  4. All materials written in Arabic shall conform to standard usage.

READ ALSO: Six Core Competencies teachers need to develop in their learners

SUBMISSION OPTIONS

Publishers may opt for Soft copy or Hard copy submission.

  1. HARD COPY SUBMISSION

Publishers shall submit the following for each learning area. Failure to submit any of these required documents and samples will render the submission incomplete. Incomplete submissions will be returned unassessed.

a. Five (5) copies of the submitted learners book in a manner as follows:

b. Two (2) original copies. (See Appendix 1)

c. Three (3) anonymous copies (See Appendix 1)

d. Five (5) copies of the facilitators guide accompanying the submitted learners book in a manner as follows:

e. Two (2) original copies (See Appendix 1)

f. Three (3) anonymous copies (See Appendix 1)

g. A cover letter from the submitting publisher requesting for an assessment and approval of the books with an attached list of all books submitted and their respective ISBNs – 2 copies only required.

h. A business registration certificate, plus a tax clearance certificate – 2 copies only required.

i. statement of copyright ownership, or the ownership of publication rights, of the materials submitted for assessment, plus a statement indemnifying the Ministry of Education (MoE) against any claim for breach of copyright – 2 copies only required.

j. list of all Authors, Editors, Advisors, Consultants, etc. associated with the learners books and facilitators guides submitted for assessment – 2 copies only required. (See Appendix 2).

k. Technical specifications of all books submitted (See Appendix 3).

l. Submission fee as stipulated in Appendix 6.

READ MORE: GES Directorates compelling teachers to attend fee-paying CPD workshop

SUBMISSION PACKAGING AND LABELLING REQUIREMENTS FOR HARD COPIES

  1. Each learning area shall be packaged separately.
  2. Submission for each learning area shall be packaged in one carton and labelled with the following details: Name and address of submitting publisher, Learning area for which the submission is intended, The language of instruction, Name(s) of Author(s), The title of the submission, Cartons should be numbered in a sequence where components do not fit into one box. For example, Carton Nos. 1 of 3, 2 of 3, 3 of 3 will go for 3 cartons containing books for one learning area of grade 7–9 (or single grade where applicable) learners books and facilitators guides.
  3. All accompanying documentation shall be packaged in one envelope and labelled with the details below: The words ―SUBMISSION DOCUMENTATION boldly printed, The name and address of submitting publisher.
  1. SOFT COPY SUBMISSION

The file format for soft copy submissions shall be in Portable Document Format (PDF) with a compatibility of Acrobat 5 (PDF 1.4) and shall be saved as read only with printing and copying restrictions. Please refer to Appendix 7 on how PDFs should be saved. NaCCA will not accept responsibility for files that are submitted unsecured.

Note: Publishers who choose this option shall be required to submit two (2) original hard copies of each learning area package submitted at the verification stage. Publishers shall submit the following for each learning area. Failure to submit any of these required documents and samples will render the submission incomplete. Incomplete submissions will be returned unassessed.

  1. Flash drives containing copies of the submitted learners book and facilitators guide in a manner as follows: Flash drive containing original copies (See Appendix 1) of all books being submitted — 2 copies required. Flash drive containing anonymous copies (See Appendix 1) of the learners books and facilitators guides for Basic 7–9 (or single grade where applicable) per learning area — 3 copies required.

Note: Where a publisher is submitting for more than one learning area, each one should be saved on a separate flash drive in triplicate.

  1. A cover letter from the submitting publisher requesting for an assessment and approval of the books with an attached list of all books submitted and their respective ISBNs – 2 copies only required.
  2. A business registration certificate, plus a tax clearance certificate – 2 copies only required.
  3. A statement of copyright ownership, or the ownership of publication rights, of the materials submitted for assessment plus a statement indemnifying the Ministry of Education (MoE) against any claim for breach of copyright — 2 hard copies only required.
  4. A list of all Authors, Editors, Advisors, Consultants, etc. associated with the learners books and facilitators guides submitted for assessment — 2 hardcopies only required. (See Appendix 2).
  5. Hard copies of technical specifications of all books submitted (See Appendix 3)
  6. Submission Fee as stipulated in Appendix 6.

READ ALSO: NaCCA classifies Formal Basic Education System into five key phases

SUBMISSION PACKAGING AND LABELLING REQUIREMENTS FOR SOFT COPIES

  1. Each learning area shall be packaged separately.
  2. Each flash drive shall be labelled for easy identification with: Learning area, Whether Original/anonymous copy, Name of the publishing house.
  3. Each learning area submission shall be packaged in one envelope and labelled with the following details:
  4. Name and address of submitting publisher: Learning area for which the submission is intended, The language of instruction.
  1. Name(s) of Author(s)
  2. The title of the submission
  3. All accompanying documentation shall be packaged in one envelope and addressed with the details below: The words ―SUBMISSION DOCUMENTATION boldly printed, Name and address of submitting publisher.

MINIMUM PHYSICAL SPECIFICATIONS AND TYPE REQUIREMENTS

Publishers should produce affordable but durable books without compromising quality. The books should be durable enough to last for five years. All books approved for use in schools should be strongly bound and finished to withstand constant handling and the environmental conditions that apply particularly in remote, rural environments. Achieving long book life is a critical factor to sustainable textbook financing in Ghana.

The text paper, cover card and binding styles specified below are therefore, mandatory. Submitted books that fail to meet the minimum specifications will not be approved. It should be noted that the specifications given here are minimum specifications and that publishers are free to offer materials of superior specifications.

MINIMUM SPECIFICATIONS

TEXT PAPER: A minimum of 70 gsm, white, MF, wood-free offset with a minimum of 90% whiteness and 90% opacity.

COVER CARD: A minimum of 235 gsm single-sided art card, with a minimum of 355 micron and grain direction parallel to spine and with a minimum 12 micron laminate or UV varnish finish.

BINDING: For extents up to 72 pages: Wire saddle stitching with at least two stitches applied equidistant, using rust-free wire

For extents over 72 pages:

Either

  1. Limp Sewn Binding: Thread-sewn gathered in signatures, drawn on and glued into a squared spine. Or
  2. Limp Unsewn Binding (Perfect Binding): Use appropriate glue, which ensures longer lifespan, such as hot melt adhesive glue, e.g. Polyurethane Reactive (PUR) or Ethyl Vinyl Acetate (EVA). The application and use of appropriate glues, which maintain flexibility during the expected book life and do not dry out or crack, will be particularly monitored during assessment and usage. Cheap glues with poor adhesion will not be permitted.

FORMAT: The choice of the format shall take into consideration the readership, illustrations and content. For optimum readability, it is recommended that the number of words per line shall not exceed 12.

PRINT QUALITY: Poor print quality shall be penalized and may lead to a submission not being approved. Print on pages of books submitted as ―Original Copy should be sharp with good registration. Printed pages should not have blots and smudges and mottling.

It should be noted that publishers must take responsibility for maintaining quality control over all editorial, production and printing processes. Poor or sub- standard work may lead to a submission not making the minimum pass mark and a loss of revenue to the publisher.

RECOMMENDED TYPEFACE AND TYPE SIZES

Typefaces/fonts may be Sans Serif or Serif according to the discretion of the publisher. Fonts should be readable and legible. Examples of suitable and acceptable Serif typefaces/fonts are Minion Pro, Arno Pro, New Century School Book, Garamond, Palatino, Times New Roman. Suitable sans typefaces would include Andika, Gill Sans Infant, Helvetica Infant and Sassoon Primary, etc.

OUT AND REPLACE WITH A table

 

 

 

NUMBER OF COLOURS

The number of text colours of all learners books submitted for assessment and approval should be as indicated below:

OUT AND REPLACE WITH TABLE

 

 

 

OTHER ISSUES

There are no restrictions as to formats, extents etc. However, submitting publishers should note the following:

  1. Extents should be appropriate and sufficient to provide adequate coverage of the curriculum and the achievement of the curriculum standards.
  2. During assessment, unnecessary length and the inclusion of inappropriate and irrelevant content may be penalized as severely as a title with insufficient content. Unnecessary extent increases unit costs and puts financial burden on the user, and will be specifically discouraged.
  3. The unnecessary and inappropriate use of colour (e.g. green camels or blue oranges etc) may be penalised during the assessment process and publishers are encouraged to apply economical approaches to the use of colour wherever feasible.
  4. Page design and layout should be appropriate for the level and subject. It should aim for attractiveness and ease of use. Logical work sequencing with clear numbering, signals and symbols for teachers and pupils plus good sub-headings, captions and labels, etc. are important.

Page design that enhances readability and facilitates cross-referencing and intelligent use of the text will be rewarded during assessment.

METHODOLOGICAL REQUIREMENTS

The MoE acting through NaCCA wishes to achieve a shift in methodological approach in the new Common Core Programme, and as such, the new approved textbooks will be required to reflect this approach. The assessment criteria will, therefore, give particular weight and importance to textbooks in all subjects, which can demonstrate satisfactorily that they achieve, and further, the following methodological guidelines:

  1. The use of Ghanaian content and examples wherever relevant and appropriate according to subject and level of study.
  2. The inclusion of approaches and content that seek to develop the core competences, i.e. critical thinking and problem solving (CP), creativity and innovation (CI), communication and collaboration (CC), cultural identity and global citizenship (GC), personal development and leadership (PL) and digital literacy (DL)
  3. Conscious application of gender equality and social inclusion (GESI) and avoidance of stereotyping of all forms such as gender and ethnic.
  4. Representation of people with special learning difficulties operating successfully in normal life.
  5. A consistent representation of the attitudes and values spelt out in the curriculum such as curiosity, perseverance, flexibility in ideas, respect, cultural, ethnic and environmental diversity of Ghana in the text, illustrations and examples, wherever it is considered appropriate and relevant.
  6. An approach which focuses on the development of subject specific learning domains of knowledge, understanding, application, analyzing, synthesizing, evaluation and creativity, etc. as well as general and subject specific competences specified in the National Pre-tertiary Education Curriculum Framework as opposed to an approach which focuses narrowly on content coverage and factual accumulation.
  7. Assessment, sample questions and activities should constitute: 40% Reasoning and Creativity 30% Application, 30% Knowledge and Understanding
  1. The development of the students‖ individual responsibility for their own work and progress through formative review questions and assignments.
  2. An approach that focuses on the integration of Science, Technology, Engineering and Mathematics (STEM).
  3. SOURCE: Coverghana.com.gh
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