Restricted Technical Report RP/1981 -83/4/3.5/08 GHANA

Education and training programmes in the book professions

Developing H u m a n Resources of the Book Industry in West Africa

by Abul Hasan

Serial N o . F M R / C C / B C E / 8 1 / 1 8 3

United Nations Educational, Scientific and Cultural Organization

Paris, 1981

G H A N A

DEVELOPING HUMAN RESOURCES OF THE BOOK INDUSTRY IN WEST AFRICA

by Abul Hasan

Report prepared for the Government of Ghana by the United Nations Educational, Scientific and Cultural Organization (Unesco)

U N E S C O

Technical Report RP/1981-83/4/3.5/08 FMR/CC/BCE/81/183(Hasan) 30 September 1981

© Unesco 1981 Printed in France

CONTENTS

Section Page

I INTRODUCTION 3

Purpose of the mission 3

Itinerary 3

II. THE GHANAIAN BOOK INDUSTRY 4

The printing history .. 4

Ghana Publishing Corporation 5

Textbook publishing and the Education Ministry. 6

Ghana Universities Press 6

Ghana Book Development Council 7

Indigenous authorship 8

Private sector publishing 8

Copyright 9

Book production 9

Paper shortage 10

Book distribution and sale promotion 11

Reading habits and children ' s books 12

Publishing in Ghanaian languages 13

III. PROMOTING INDIGENOUS BOOKS 13

Measures for immediate action 14

Long-term initiatives 15

Future outlook 15<

IV. B.A. DEGREE COURSE IN BOOK PUBLISHING 16

Importance of book industry training. ._ 16

Existing training facilities in Ghana 16

Introducing a university course in book publishing 16

Structure and contents of the course 17

Curriculum and books 19

Departmental library 20

Teaching and training resources 20

Admission requirements " 22

Accommodation 23

Job opportunities ". 23

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V. UPGRADING THE DEGREE COURSE TO A REGIONAL TRAINING CENTRE 23

Need for training 23

Beginning with a subregional centre 24

Reorganization 24

International financing 25

Schedule of yearly progress 26

VI. ACKNOWLEDGEMENTS 27

APPENDICES

1 SYLLABUS AND BOOKS/JOURNALS RECOMMENDED

2 SPECIMEN COPIES OF EXAMINATION PAPERS

3 SOME ORGANIZATIONS/INSTITUTIONS CAPABLE OF PROVIDING TEACHING AND TRAINING FACILITIES

4 INTERNAL STAFF REQUIREMENTS

5 WORKSHOP AND OTHER EQUIPMENT REQUIRED

6 ESTIMATED LOCAL EXPENDITURE

7 PROPOSED INTERNATIONAL FINANCIAL CONTRIBUTION TO THE B.A. DEGREE COURSE

8 DETAILED ITINERARY OF THE MISSION

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I. INTRODUCTION

Purpose of the mission

1. At the request of the Government of the Republic of Ghana, the Director-General of Unesco arranged, under the Organization's regular programme for 1981-1983, for

the author of this report to undertake a consultant, mission to Ghana to advise on the project for the establishment of a three-year degree course in book publishing at the University of Science and Technology in Kumasi. The duration of the mission was two and a half months starting from 16 March 1981; the first 63 days were to be spent in Ghana, while the remaining 12 days were reserved for debriefing at the Unesco Headquarters in Paris. The terms of reference as specified in the Consultant Contract were to:

"Assist in the establishment of a Degree Course in Book Publishing at the University of Science and Technology, Kumasi, Ghana. In particular the consultant shall:

(i) Evaluate and make recommendations on the degree programme prepared by the College of Art of the University; and assist in elaborating the structure of the course, the related curricula and syllabuses.

(ii) Explore the possibilities of creating a 'Regional Centre for Training Personnel in Book Publishing', as a future development of this project, and prepare a project document for possible submission to extra-budgetary sources of financing.

(ill) Visit Unesco Headquarters for discussions with the book section staff on the future implementation of this Regional Centre".

Itinerary

2. The itinerary of the mission was drawn up by the University of Science and Technology (UST) in consultation with me, which, while basing me in Kumasi,

included a two-week visit to Accra and a two-day sojourn in Cape Coast. The individuals and institutions I visited in these towns included:

Government departments.

Semi-government organizations and corporations.

Academic, administrative and technical staff, librarians, printing presses, and bookshops of the three universities of the country, viz. UST, Kumasi, University of Ghana, Legon (UGL), Accra and University of Cape Coast (UCC).

Representatives of the national associations of the book industry professions.

Publishing houses, printing presses, bookshops and libraries both in public and private sectors.

Schools of Printing and Journalism.

3. The mission could be broadly divided into three parts:

(i) First month - familiarization visits and exchange of views with groups and individuals at Kumasi, Accra and Cape Coast.

(ii) Second month - Recapitulation and second round of discussions with the concerned individuals and institutions at Kumasi, and writing the first draft of the report.

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(ill) Last half month - Visit to Unesco Headquarters for discussions with the book section staff on the implementation of the project, and finalization of the mission report.

4. The detailed itinerary is shown in Appendix 8.

5. Before considering the project concerning the B.A. Degree Course in Book Publishing to be introduced at the UST, Kumasi, it seems essential to have a brief look at

the infrastructure of the Ghanaian book industry. The reason is twofold: firstly, book publishing is an integral process and no aspect of the industry can be fully considered in isolation from the totality of the situation; secondly, the strength and the weakness of a book industry have to be identified clearly before a meaningful project for the training of its personnel can be formulated.

II. THE GHANAIAN BOOK INDUSTRY

6. Over the last quarter of a century during which Ghana has been able to assert its sovereign existence and national personality, there are visible signs of a higher

standard of living and a general awareness of the important role of education in national development. Free and compulsory primary education has been introduced and large funds are being earmarked for adult literacy and higher education. But constitutional and financial measures alone are not enough to produce the basic tool of learning, i.e. the book, urgently, to suit local conditions and requirements. As in most developing countries, the book promotion process in Ghana has been slow, unable to keep pace with educational expansion, which has resulted in a big gap in the demand and supply of essential reading material.

The printing history

7. Although journalism in Ghana started in the first quarter of the nineteenth century with the launching of an official Royal Gold Coast Gazette in Cape Coast in 1822,

it was not until the last quarter of the century that printed books came on the horizon. It was the Christian missionaries who took the initiative in setting up book printing units with the limited objective of serving their respective religious sects. The first half of the twentieth century saw the establishment of government printing presses for the printing of mainly government reports, forms stationery and the Gazette. Private commercial printing houses, however, began to appear in the 1940s in Accra and the provincial capitals. These were medium-and small-size printing units, many of which were still owned by the mission houses. The first private, modern and large-scale press, now called Graphic Corporation, was set up in Accra in 1950 in the wake of intense political activity. This again was a newspaper establishment rather than a book publishing or book printing organization.

8. The late 'fifties and the 'sixties marked the beginning of serious book printing in Ghana as a result of educational explosion, which was a natural corollary to

the country's political independence in 1957. A scheme of free and compulsory primary education was introduced in 1961, which had to be supported by a free textbook supply to all pupils. Since the country was not geared to meet the unprecedented demand of printed books of all kinds, the need was felt for the establishment of a large modern printing press capable of providing urgently the services which could not be made available by the existing printing houses. Hence the Ghana Publishing Corporation (GPC)-was established in 1965 by a legislative instrument "to print, publish, distribute and market books and other educational materials for schools, higher educational institutions and the public ". Meanwhile, many private printing presses of all sizes and descrip­tions appeared on the scene like mushrooms to meet the ever-growing need for the printed word. Of the one hundred and odd printing establishments in the country today, Accra alone accounts for 60 presses, followed by Kumasi, where 38 printing houses are located.

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Ghana Publishing Corporation

9. Among the first of its kind in the whole of Africa, the Ghana Publishing Corporation is a mammoth government-sponsored enterprise under the umbrella of

the Ministry of Information. The Corporation consists of three main divisions: the Publishing Division, the Printing Division and the Distribution and Sales Division. While the Publishing Division was a newly created wing, the other two divisions were made up of some already functioning organizations. The three divisions operate under the supervision of General Managers who work to a Managing Director with the head office in Accra.

10. Since book publishing was in its infancy in Ghana and the Publishing Division itself was a new establishment, the Division had to lean heavily on foreign

expertise in its initial stages. Thus the Corporation entered into a five-year partnership agreement with Macmillan of Britain which, inter alia, enjoined Macmillan to train the selected staff of the Publishing Division and provide advisory services to the Corporation, and in return retain 40 per cent of its profits. The Government of Ghana also entered into licensing agreements with five large British publishers to reprint and distribute some of their textbooks in Ghana. The Division has over the years found its feet and published over 260 titles until 1980, including school textbooks, children's books, and academic, technical and general books. The activities of the Publishing Division seem to have outgrown those of its sister divisions, particularly after 1972, when its manuscripts were held up at the printing stage for long periods. About 150 manuscripts of the Division were reportedly pending publica­tion at the end of 1980 for want of printing facilities and materials. The Division which is supposed to run on commercial lines neither pays for its orders to the Printing Division, nor does it receive sale proceeds from the Distribution and Sales Division. The accounting system is centralized with the head office which provides subventions to the Division for its operation. As per the existing rules, the Division is not authorized to farm out jobs to outside printers.

11. The Printing Division of the GPC was an amalgam of five government printing units, two in Accra (the Government Press and Victoriaborg) and one each in Takoradi,

Tamale and Tema. The largest of these is the Tema Press which was set up in early 'sixties in collaboration with Polygraph of the German Democratic Republic. In order that the Corporation could cope with the huge pressure of its wide-ranging publishing activities, the press was equipped with most modern and highly automated machines capable of undertaking all kinds of printing, including newspaper production. A number of technicians from government printing departments were deputed for practical training in Germany to acquire the necessary skills to run these sophisticated machines. After some initial success, which included, besides meeting the bulk of the domestic require­ment for printed books, export of printed material to neighbouring countries, the Tema Press started collapsing under its own weight. The breakdowns in this gia.nt establishment could not always be put right because Polygraph stopped repairs after the expiry of the guarantee period of ten years. The current shortage of foreign exchange has added fuel to the fire, since neither spare parts nor paper and other raw materials are imported in the requisite quantities. At the time of my visit to the press, the giant web-offset had come to a grinding halt because there were no paper rolls to be fed. Since more than half of the existing capacity of the press is crippled, manuscripts are getting piled up and even the printed sheets are occupying a huge space in the absence of adequate binding material. This explains why it sometimes takes five years for GPC manuscripts to see the light of day.

12. The Distribution and Sales Division is the reincarnation of the former Government Stationery and Book Supplies Limited, a company which was responsible for handling

the supply of government stationery and free textbooks. The Division now handles the supply of textbooks, general books and other printed material of the Corporation through a network of its regional centres and retail bookshops scattered all over the country.

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At present, this Division is not faced with such chronic problems as its sister divisions because of shrinkage in the material that is turned out for distribution and public consumption. The Division has, however, to face stiff competition from overseas publishers and their distribution agents inside Ghana.

13. The story of Ghana Publishing House thus depicts a mixed picture of achievements and failures. It did fulfil its avowed task of meeting the bulk of the country's

requirements for subsidized school textbooks, children' s books and general books, besides capturing some export markets. But now it is passing through a critical phase partly because of its inherent structure that could not stand the test of time, but mainly because of extraneous factors over which the Corporation has little control. There is also a feeling in certain quarters that the emergence of the GPC adversely affected the growth of the private sector in the indigenous book industry.

Textbook publishing and the Education Ministry

14. A recent development in the publishing scene of Ghana is the undertaking of textbook publishing by the Ministry of Education. Through its Curriculum,

Research and Development Division, the Ministry has issued its own textbooks, work­books and teacher manuals in core subjects like English, Mathematics and Science for the first cyle of the educational system. While one could appreciate the involvement of the C.R.D.D. in the preparation and development of educational texts, what is not quite comprehensible is the entry of the Ministry into the publishing fray. The Ghana Publishing Corporation does not seem to be happy with this so-called encroachment on what used to be their territory; the private sector on the other hand is equally agitated because it feels deprived of its "bread and butter".

15. A rather inexplicable action in this regard was handing over the textbooks for printing to a multinational publisher far away in Singapore. The reason advanced

for this aberration, viz. that the country did not have the necessary facilities to print the course books urgently, is not quite clear. The contract is reported to have involved foreign exchange worth 10 million pounds, one tenth of which would have enabled the Tema Press to import the necessary inputs and do a good job at a much lower cost. Awarding such a huge contract to a Singapore printer is not easily reconcilable with the government's previous policy of conserving foreign exchange by producing books locally as import substitutes, as also with the subsequently announced Investment Policy Decree 1976 which prohibited the publishing activities of overseas publishers in Ghana.

16. Another factor which has deprived the Ghanaian publishers, particularly the GPC, of the economies of large-scale productions is the Ministry's reluctance to buy

large quantities even of those titles which are on the recommended list. There is room for better co-ordination and mutually supportive action at least between different wings of government. As for the private sector, it is gratifying to note that the Ministry has agreed in principle to the participation of private publishers in the production of textbooks for the junior high schools in the second cycle phase.

Ghana universities Press

17. Perhaps the first officially sponsored publishing house in Ghana is the Ghana Universities Press which was established in June 1962 to promote "the development

of university education in Ghana by the production of new literature, both textbooks and works of scholarship, the consolidation of recent advances in African studies, the dissemination of the works of scientific research and the reinterpretation of estab­lished fields of study". An autonomous, non-profit-making organization, the GUP receives financial support from the Council of Scientific and Industrial Research, which in turn is administered by the National Council for Higher Education. As its title

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suggests, the press is supposed to cater to the needs of all the three universities of the country viz. University of Ghana at Legon (Accra), University of Science and Technology in Kumasi and Cape Coast University.

18. The GUP is not properly equipped to discharge its responsibilities effectively. It has to function without a professional book designer and a printing press of

its own. It is also handicapped by lack of proper co-ordination among the three universities regarding their publishing programmes, although they are represented on its Board of Management. Ironically, the press is supposed to accept scholarly manu-scrips from the general public and other institutions of higher learning, while unpublished manuscripts go on accumulating in the three universities for want of printing facilities. Perhaps by nature of its location, Legon seems to have claimed the maximum share of GUP resources. Besides, the press seems to be preoccupied with ephemera-like inaugural addresses, which is not the primary function of a university press.

19. It might be worthwhile reviewing the activities of the GUP in the context of the current needs and problems of the three universities. Since the publishing

programmes of the universities have expanded considerably and there are numerous difficulties in the fields of publishing and printing in general, the three univer­sities might consider setting up their own publishing houses to be serviced by the printing presses already existing on the campuses.

Ghana Book Development Council

20. A most significant development in the book industry situation of Ghana is the establishment of à National Book Development Council which was inaugurated in

April 1976. The objective of the organization called Ghana Book Development Council (GBDC) is to act as a national agency for concerted planning and co-ordination and. management of various activities of all groups, bodies or individuals, both public and private, concerned with book development. The functions of the Council include encouragement of indigenous authorship, promotion of the reading habit, co-ordination of book industry training programmes, ensuring library development, conducting research and surveys on book industry problems, strengthening the national associations of the book industry profession and making recommendations for national book development policies.

21. The Council's Chairman and Vice-chairman are non-officials while its members include representatives of concerned ministries, the three universities, book

industry associations and other concerned organizations. The Council is an advisory body that meets once a year to recommend broad policies and general guidelines on book development programmes. There is an Executive Board consisting of 15 out of the 27 members of the Council that meets as often as necessary to execute the policies and functions of the Council.

22. The Council is an arm of the Ministry of Education which provides the funds for its operation. It has an office building and regular technical and secretariat

staff headed by an Executive Director. The Council brings out a journal entitled "Ghana Book World", the only book trade journal in Ghana which is intended to serve as a forum for the exchange of ideas, besides disseminating useful information concerning the book sector.

23. ' Since its inception the GBDC has been actively engaged in book promotion activities such as formation and consolidation of book industry associations, financial

assistance and national awards to authors, organization of book weeks, book fairs and book exhibitions and participation in international book fairs, conducting research into the reading habits, sponsoring seminars, training courses and workshops for the book industry personnel. Considering the difficult situation confronting the Ghanaian book industry and the fact that there is little evidence of any worthwhile contribution

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or impact made by other book councils in the region, the initiatives taken by the GBDC are most welcome. The Council should continue to receive encouragement and support in overcoming the formidable obstacles faced by the Ghanaian book industry.

Indigenous authorship .

24. Ghana abounds in writing talent. But authors find it difficult to get their manuscripts published even on a "no royalty" basis. Apart from very high cost of

printing, the quality of book production is not always up to the mark. Publishers are reluctant to take on new and young writers because the investment in printing is too high. In the absence of adequate publishing outlets, authors try to become their own publishers and even distributors and the venture often ends up in disaster. Even manuscripts commissioned by government organizations and public bodies are gathering dust for want of printing facilities. The local writers lack adequate incentives and the present climate is not conducive to writing.

25. Small-scale publishing and underdeveloped reading habits are additional hindrances to the progress of indigenous authorship, since they do not lend themselves to a

wide audience and attractive royalties. Writing talent therefore gravitates away and worthy manuscripts often find their way to other countries where they 'are likely to encounter a wider readership and sizeable economic returns. This brain drain not only deprives the country of its intellectual property but also puts the locally published author to a psychological and economic disadvantage.

26. The Book Development Council has recently taken steps to promote indigenous authorship. There are two national associations of writers and both are repre­

sented on the Council until they agree to merge. The Council has instituted a "Ghana Book Award" to encourage the budding writers and to recognize authors' contribution to the literary scene, operates an Author Development Fund, sponsors workshops and seminars for authors and teacher-writers and is considering a proposal to support the publication of a Handbook for Ghanaian Writers.

Private sector publishing

27. The latest available record on book publishing in Ghana indicates that there were about 100 publishing units in the country in 1975, including all and sundry, and

many irregulars. The 1980 membership list of the Ghana Book Publishers' Association includes 16 private publishers and four government-sponsored organizations. There are about half a dozen large publishing firms in the private sector such as Afram Publica­tions handling school-books for the second stage of the second cycle, children's books and general books; Sedeo Publishing which, in addition to its own list represents some British publishers; and Waterville and Methodist which are representatives of Christian mission houses.

28. Although the GBDC has been providing secretariat assistance to the Publishers' Association and arranging its participation in international book fairs, no special

reliefs and incentives are available to book publishers. Book publishers are faced with an acute shortage of printing facilities and paper. They have to pay exhorbitantly high prices for whatever material and services are available in the country. Licences issued for the import of printing paper meet only a fraction of their requirements and high import duty on paper aggravates the situation. There are hardly any training facilities for the book industry personnel which accounts for lack of professionalism in the publishing business. The credit facilities are also inadequate. Even when a book publisher manages to obtain a bank loan, the interest rate is no less than 18 per cent. For these reasons, soliciting manuscripts from authors is a rare phenomenon for private publishers. The present plight of book publishing in Ghana may be summed up in the following remarks once made by a President of the Ghana Association of Writers:

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"If you set out to print anything on your own, the printing costs will stagger you. If you manage to print, the distribution difficulties will blow your mind. If you give your stuff to a local publisher, you will sympathize so much with his problems that you may not write again ".

Copyright

29. Ghana has a domestic copyright law and cases of book piracy, if any, may be due to ignorance rather than deliberate violation of rules. There is an office of

the Copyright Administrator which also functions as the National Copyright Information Centre. The book industry does not, however, seem to be sufficiently informed about the utility of copyright legislation or the latest developments in the international copyright field. Copyright restriction is sometimes seen as a restraint on the publisher's freedom of action.

30. Ghana is a signatory to the universal Copyright Convention and enjoys the distinction of being a member of the Intergovernmental Copyright Committee of the

UCC. She has not yet ratified the 1971 Paris revision that entitles the developing countries, inter alia, to reprint textbooks-required for teaching at all levels of education, three years after their first publication. Since interest in acquiring reproduction rights is closely linked to the comparison of local printing costs with costs of importation of finished books, no serious thought seems to have been given to the 1971 revised Conventions. It may however be borne in mind that, if there is sufficient demand for a foreign title, local reproduction will under all circumstances cost less foreign exchange to the country and bring relief to the readers because of possible reduction in price. Encouragement to local production will, apart from generating employment and capital in the indigenous publishing and printing sectors, help achieve professionalism in the industry.

Book production

31. While book editing does not appear to be among the weaker areas of the Ghanaian book industry, it is the physical get-up of books that is the crux of the problem.

Firstly, all printing houses have to import almost all the inputs except labour and management, since the country does not produce either printing machines of any sort or printing materials. The scarcity of foreign exchange is in itself a formidable obstacle for the printing industry as for other sectors of economy which depend mainly on import. Even for those who obtain import licence the cumbersome exchange control regulations and the difficulties in establishing Letters of Credit add fuel to the fire.

32.. Apart from shortage of materials and non-availability of spare parts, there are very few printers in Ghana who possess adequate expertise in book productions.

Not to speak of sophistication, ordinary operations like block-making and plate-making often leave much to be desired, due partly to non-availability of materials and partly to unskilled manpower. Many presses which are regarded as book printers do not possess adequate binding equipment or expertise or both. Well-known printing houses are reported to have refused printing services to publishers unless the latter undertake to provide paper and, in some cases, essential printing materials. In justification of this, a reputed printer remarked that some publishers expected the presses to finance the publication of books while the sale proceeds of the books could take care of the printer's billi

33. Again, book printing is not a very remunerative proposition, even if the charges are high. Firstly, it is a long-drawn-out process and a time-consuming operation.

Owing to lack of communication and transportation facilities, proofs get held up and the capital gets locked. The services of book designers and production experts are not always available to publishers. Even professional proof-reading is sometimes left to printers, and authors/publishers are reported to be making manuscript alterations at the final proof stage. All this results in delays and substandard production.

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34. It is for these reasons that about 90 per cent .capacity of private printers in Ghana is utilized for job works which are both easy and remunerative. The

Masterprinters Association of Ghana was sometime ago dissolved as its members were alleged to be entrepreneurs and proprietors rather than masterprinters. However, a new body called the Ghana Printers and Paper Converters Association has been formed which is addressing itself to the chronic problems faced by its members.

35. It may not be out of place here to refer to a proposal under government's active consideration to set up a braille press in Ghana in collaboration with Sweden.

It is estimated that the number of the blind in Ghana is as high as about 9 per cent of the population. Ghana has an Association of the Blind and a Society for the Blind. There are primary and secondary schools also for the education of the blind. The acquisition of a braille press/ which is proposed to be installed at Ghana Publishing Corporation, will go a long way in providing useful literature for the blind. It is hoped that adequate provision will also be made for "the man behind the machine" and for the availability of repairing services and spare parts that may be needed in the long run.

Paper shortage

36. Paper is an essential raw material for manufacturing books and constitutes a substantial proportion of the production cost. A book industry cannot be' expected

to grow unless it is assured of a regular supply of printing paper at reasonable prices, the absence of which also becomes a major obstacle to the realization of laudable national programmes like universal primary education.

37. Like many African countries, Ghana does not produce any printing paper and depends entirely on imports, although one estimate puts the total value of imports of

printed material and paper at about one per cent of the value of total imports of the country. Because of the high rate of import duty on paper (33^/2 per cent) which is already a scarce commodity, paper prices have been sky-rocketing. There is no control on the prices of paper. Bond paper is reported to be selling for anything between 500 to 1,000 cedis (D per ream, while ordinary white printing paper, if available, fetches between 200 to 500 cedis a ream.

38. The Ghanaian publishing industry is paralised by acute shortage and soaring prices of paper and many worthy manuscripts are bogged down. Those that percolate for

printing overseas cost much more precious foreign exchange than if they were printed locally. The supply of newsprint is no better. Newspapers of high standard and long standing have either ceased publication or reduced print-runs, resulting in higher prices, some have managed to survive by converting themselves from dailies to by-weeklies or weeklies. In short, the paper situation has reached alarming proportions and calls for immediate remedial action at both national and international levels.

39. At the national level, paper shortage can be encountered in several ways. Firstly, all possibilities of economizing paper consumption must be explored e.g. reducing

the number of textbook pages and of school textbooks wherever feasible, avoiding frequent changes in the syllabi, encouraging the sale of second-hand books and limiting the consumption of stationery, especially by government departments, to the basic minimum. Secondly, in the absence of any domestic production requiring protection, the import of printing paper may be rationalized. This would mean not only liberalizing the import for actual users but also reduction in import duty, shifting the incidence of taxation from cultural varieties to industrial varieties of paper. Thirdly, savings may be effected in the transportation costs, which are very high when small quantities are imported, by creating a central pool for bulk ordering. Such co-ordination could

(1) At the time of writing, the official rate of exchange between dollars and cedis was $1 = 02.75.

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bé undertaken by national organizations like Ghana National Procurement Agency or Ghana Book Development Council which may be permitted to import the requisite quantity duty free for allocation to book publishers for the publication of standard educational books only. The distributing agency can add its service charges to the landed cost of paper and supply it on a no-profit no-loss basis.

40. Ghana need not however depend indefinitely on foreign supplies of paper because the international marketing situation of paper is becoming tighter, the country's

foreign exchange resources are meagre and, above all, Ghana has the potential to develop its own paper and pulp industries. Researches and studies conducted from time to time have proved beyond doubt that Ghana has substantial raw material like hardened species and agricultural waste such as bagasse, rice straw and plantain stem to manufacture acceptable paper.varieties. Unfortunately, all projects proposed for the installation of paper mills in the country have so far remained virtually on paper only. Even at present there are two projects under government's consideration.

41. A short-term project has been prepared by the Forest Products Research Institute (CSIR) which envisages the setting up of a pilot plant in Kumasi within the

UST Campus. With a production capacity of 10 tons per day the pilot plant will yield 2,000 tons of paper in 200 days, while the remaining part of the year will be spent in scientific research, teaching and training to make the local expertise available for running the pilot plant and establishing and manning any large commercial unit that may be set up in due course. The proposal makes adequate provision for the supply of power, water and raw material and for manufacturing different varieties of cultural paper. The estimated total cost of the plant to be imported from Finland, together with full laboratory equipment, is $3,000,000 which can be paid off in 16 half-yearly instalments. The plant is expected to earn the entire cost in about four years. The proposal deserves most sympathetic consideration, as it is rather inexpensive and its implementation will alleviate to some extent the chronic scarcity of paper in the country and the plant can be a precursor for large paper units as commercial ventures.

42. There is also a long-term plan to establish a major paper mill at Daboasi, a commercial venture costing about 120 million dollars. This major plant will

have an annual production capacity of 60,000 to 100,000 tons, enough to meet the domestic needs and leave some exportable surplus. The cost is no doubt colossal. But the need is not less urgent and basic than building bridges, roads and hospitals.

43. International co-operation can be extended in the form of free supply of gift paper for textbooks by paper-producing Commonwealth countries like Australia and

Canada, and Scandinavian Member States of Unesco and technical and financial assistance by United Nations bodies like UNIDO, FAO, UNDP and the World Bank. As far as regional co-operation is concerned, the resources of the African Development Bank may be tapped and also the possibilities of joint ventures with neighbouring countries like Nigeria can be explored under the auspices of the West African Economic Community.

Book distribution and sale promotion

44. Generally speaking, book distribution is as vital a link as it is weak in the book industry complex of developing countries. Though Ghana is presently hard-

pressed with its problems of printing, the camouflaged distribution bottle-necks may appear on the surface as publishing and printing problems start getting resolved.

45. Book distribution channels in Ghana do not follow a set pattern and institutional orders are often placed directly with publishers. Wholesaling in books is a rare

phenomenon, while retailing languishes without institutional patronage. Even the shelves of the three university bookshops are not properly stocked owing to non­availability of foreign-exchange. The rationale behind the release of book import licences is not very clear. Despite foreign exchange difficulties, there is hardly

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any control on the type of printed material that is being imported, nor is there any restriction on high mark-up on the prices of foreign books. Because of their attrac­tive discount rates, large profit margins and easier outlets vis-à-vis local books, retailers feel more comfortable with imported stock; yet there are undue delays in making payment to foreign suppliers. The stock of imported books received on credit constitutes a major portion of the working capital of some booksellers. Barring a few bookshops owned by religious bodies, retail outlets are few and far between. The activities of the Ghana Booksellers Association have been marred by internal differences and controversial leadership. Thanks to the efforts made by the GBDC, the Association has been reorganized recently. The Council proposes to conduct research into the problems faced by small booksellers and make recommendations on assisting book distri­bution, particularly in rural areas.

46. There is hardly any publicity or sale promotion of books. Because of the paper scarcity, trade catalogues and publicity literature are conspicuous by their

absence. Publishers and booksellers often use blackboards hung outside to announce new releases and fresh arrivals. There is a legal deposit law under which six copies of each book published in Ghana have to be deposited with the designated libraries, but it does not seem to be adhered to strictly. The national bibliography has not come out after 1975.

47. Ghana has adopted the ISBN system which might help identifying Ghanaian books within and outside the country. An important window on local books is the

National Book Fair organized by the GBDC as part of the National Book Week every year. Other highlights of the week include book promotion activities like an open forum, an evening with writers, an essay competition, seminars, award of prizes and brisk bookselling.

Reading habits and children's books

48. About 45 per cent of Ghana's 10 million people are literate. But there is also a very large percentage of the literate non-reader. Surveys on reading habits

reveal that the Ghanaian reader is interested in achievement reading - to pass an examination, or learn a skill or obtain some useful information. High prices of books and lack of information about their availability combine to discourage potential reading.

49. A network of libraries operates under the national public library system which covers all libraries except the first cycle schools and the universities.

Administration, financial control and policy decisions are all centralized with the Library Board in Accra. It is gratifying to note that a proposal exists for making 60 to 70 mobile vans available to district libraries to serve villages and first-cycle schools.

50. The University of Ghana runs certificate and diploma courses in Library Science for non-professionals and professional librarians. The University Library called

the Balme Library caters to the students' need with about 300,000 volumes and 5,000 periodicals and journals. The university libraries at Kumasi and Cape Coast are not, however, well-stocked for want of foreign exchange. Latest books and periodicals even in some crucial developmental fields do not find a place on the shelves of these libraries.

51. Enduring reading habits are best formed at a young age when the mind is most impressionable. Children's books therefore play an important part in developing

reading habits. Despite the fact that a little less than half of Ghana ' s population is under 16 years of age, the Ghanaian child is not exposed to adequate reading mate­rial except school textbooks. Until recently, most of the children's literature consisted of comic books and cartoon strips in an alien language with unfamiliar environ­ment. The absence of relevant and meaningful reading material explains the high percentage of drop-outs after the first cycle of schooling.

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52. A number of laudable efforts have been made recently to Improve the situation. The Ghana Publishing Corporation alone has brought out about 50 popular titles

for Ghanaian children. Ghana has excellent writers and illustrators in this area, but they are not fully integrated into the national circuit because of shortage of printing materials and facilities. A Children's Literature Foundation has been created to promote the production and use of quality books for children and young people and to find out the resources for funding the production of these books. The Foundation has already selected and edited some half a dozen titles and offered them to local publishing houses. The Foundation deserves every support from official and non-official quarters. Since juvenile literature flourishes everywhere because of institu­tional buying, special funds should be placed at the disposal of libraries for the purchase of children's books.

Publishing in Ghanaian languages

53. The important role of local languages as vehicles of cultural heritage and instru­ments of social communication can hardly be overemphasized. In the field of adult

literacy and school education, it is the local language books that respond to the needs and interests of the readers.

, 54. For practical reasons, Ghana has adopted English as the official language and the lingua franca of the country. However, it has sixty dialects and eleven written

languages. Among these, Akan is used by over 40 per cent of the population, though in different forms and with different spellings. The Bureau of Ghana Languages, a wing of the Ministry of Education, and the Language Centre of the University of Ghana have prepared a unified standard orthography for Akan. Other most frequently used local languages include Ewe, Dagbani, Nzema and Ga. There is no problem as regards the script, because all these languages have adopted the Roman character and there are very few letters for which special types have to be cast. Some community news­papers are already published in Akan and Ewe.

55. The Bureau of Ghana Languages brings out books in all the eleven local languages covering all grades of primary and secondary schools, neo-literates and the

general public with an average print-run of 10,000 copies. There are no special obstacles in the writing and distribution of these books. However, owing to lack of printing facilities and paper about 150 manuscripts of the Bureau are awaiting publication.

56. The Language Centre has with government support already published some local language readers for primary schools and is translating material in science,

mathematics and social sciences. The Centre has also compiled idioms, proverbs and riddles and an anthology of poems in Akan. It has also transcribed folk-tales and oral literature on tapes.

57. For the promotion of local language publishing, specially in scientific and technical fields, it is desirable to compile standard lists of technical terms

in each language and release monolingual, bilingual and multilingual dictionaries and glossaries. In order to encourage effective and accurate translation as an essential professional skill, adequate incentives and training facilities may be provided for translators.

III. PROMOTING INDIGENOUS BOOKS

58. The foregoing account of the Ghanaian book industry highlights the salient features of the book publishing scene in Ghana. It has not covered the training needs and

facilities in the field, since the whole of the next section will be devoted to this aspect. Moreover, training is only one of the significant means to develop a viable book industry, which is to be supplemented by other necessary measures. Unlike many African

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countries, Ghana has the basic infrastructure on which the edifice of a strong book industry can be built. What is required is to stimulate expansion of those of its areas which are vital for book development and where promotion is urgently called for. In view of the scarcity of resources, priorities will have to be laid down and possible solutions suggested both on a short-term and long-term basis.

Measures for immediate action

59. The areas where remedial action is urgently needed relate to physical production of books, management and promotion. While a number of necessary measures have

already been indicated in the previous section, the following recommendations need to be considered, in order of priority, as the basic requirement for a healthy and harmonious growth of the Ghanaian book industry:

(i) Duty-free bulk import of printing paper every year by a government-designated central agency for allocation to book publishers for publishing or reprinting (i) specified textbooks or recommended books prescribed/ recommended by any recognized educational authority/institution; (ii) children's books; and (iii) books in Ghanaian languages.

(ii) Exploring possibilities of obtaining gift paper from donor countries for the printing of school textbooks.

(iii) Administrative and financial approval for the establishment of the proposed pilot plant for manufacturing paper and for research in paper technology by the Forest Products Research Institute (CSIR).

(iv) Adequate import licences to printers for the import of spare parts and materials for augmenting book-printing and book-binding capacities.

(v) Partial tax concession (say 25 per cent) to local book publishers on profits earned from publication of books and to local authors on royalties earned from locally published books.

(vi) Provision of special credit facilities (up to, say, 0100,000) to local book publishers and booksellers by commercial banks on easy terms with a credit guarantee cover by the Bank of Ghana to the extent of 75 per cent of the amount of loan.

(vii) Updating and regular release of the National Bibliography by Research Library on African Studies in co-operation with Ghana Book Development Council.

(viii)Annual national awards by GBDC to book designers/book printers for excellence in designing/printing of books.

(ix) Reorganization of Ghana Book Publishing Corporation so as to provide it with more realistic autonomy and better commercial orientation, and also to consider whether the printing press at Tema should not be declared as an exclusive book printing unit of the GPC.

(x) Release of special grants by government to school libraries and public libraries for the purchase of children's literature published in Ghana.

(xi) Greater utilization of government-run mass media i.e. radio and television for the publicity of Ghanaian books.

(xii) Utilization of non-traditional channels for the publicity and sale of local books, e.g. petrol pumps, hospitals, tourist spots, youth clubs, community development centres.

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Long-term Initiatives

60. Areas in which action is required on a long-term basis are matters relating mainly to national policy and administration. Among those suggested in

Section II, the following measures deserve special consideration in order of priority:

(i) Formulation of a well-defined national book policy with emphasis on the promotion of indigenous books and declaration in precise terms of the relevance of local languages to education, law courts and government administration.

(ii) Setting up of a second paper plant on a commercial basis with technical and financial assistance from regional and international organizations.

(iii) Rationalization of book imports, which may include issue of book import licences only to established book importers on the basis of their purchase turn over and restricting the import to essential reading materials e.g. 75 per cent value of the licence to be used for the import of educa­tional, scientific and technical books and the balance for fiction,

' children's books and general books.

(iv) Release of import licences for the import of cultural paper by book publishers as actual users and substantial reduction in customs duties and tariffs on the import of such varieties, shifting the incidence of taxation to industrial varieties of paper.

(v) Ratification of the 1971 Paris Revision of the Universal Copyright Convention and the Berne Union.

(vi) Decentralization of the Ghana Universities Press and establishment of a publishing house for each of the three universities.

(vii) Expansion of the national library network, particularly in schools (first cycle stage) and rural areas.

(viii) Increase in government grants and foreign exchange facilities for the libraries of the three universities.

(ix) Appointment of national committees and panels for standardizing the orthographies of Local languages, and compiling and publishing technical terms, and monolingual, bilingual and multilingual dictionaries and glossaries for these languages.

Future outlook

61. Book publishing industry in Ghana is passing through a difficult phase. However, many of the hurdles are of a temporary nature and likely to disappear as the

economy picks up. Indeed the provision of suitable reading materials will accelerate the process of economic revival and national reconstruction.

62. Despite the present shortages and shortcomings, there are many hopeful signs in the realm of books. The fact that Ghana is among the first African countries to

have an active book development council is clear evidence of the importance Ghana attaches to book development and of the efforts being made to put the book industry on sound lines. Ghana's high rate of literacy and ambitious schemes of educational expansion at every level are other promising features. The country's fine cultural traditions and acknowledged intellectual ability are permanent assets to generate and sustain a book culture. All this augurs well for a bright future of the Ghanaian book industry.

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IV. B.A. DEGREE COURSE IN BOOK PUBLISHING

Importance of book Industry training -_ — _. _.. .

63. The development of human resources is an essential requisite for the development of any industry and has a special significance in the development of the book

industry in Africa, which has been manned largely by people who stepped into the book business as a family profession and who have had no urge or opportunity to have any formal training in publishing or bookselling. Whatever they learned was just from on-the-job experience, by using what is called "trial-and-error" method. Striking developments and far-reaching innovations have been taking place in the skills and techniques of book production and distribution. With increasingly tough competition in the book trade and with the great vulnerability of its unsold stock, a person would be ill-advised to enter this profession without adequate training. Availability of adequately trained book personnel is therefore the sine qua non of a viable book industry.

Existing training facilities in Ghana

64. Like many developing countries, Ghana does not have any institute for regular training of book personnel. There are some vocational secondary schools and

polytechnics which have facilities for elementary instruction in printing. As for publishing, short-term in-service training programmes have begun to be organized. The Ghana Book Development Council sponsored two in-service training courses in 1978 -a two-week Bookseller Training Course in co-operation with the Ghana Booksellers Association and the British Book Development Council Bookseller Officer and a nine-week Book Production Course organized by the College of Art, University of Science and Technology, Kumasi. The Council should continue - as indeed its policy envisages -to support and encourage such training courses in different fields of the industry in order to professionalize the industry and remove its backlog of untrained

65. There are certain university departments and other institutions which impart instruction on topics that would also form part of the book industry training,

e.g. Department of Library and Archival Studies, the Language Centre, and School of Journalism and Communication Studies of the University of Ghana, Legon; the College of Art and the Faculty of Social Sciences of the University of Science and Technology, Kumasi; and the School of Printing at Kumasi. These units and similar resources can be pooled together with proper planning and co-ordination to provide the teaching facility for the book industry training programme. While we shall revert to the role of these organizations later, it may be worth while to refer here to the activities of the School of Printing.

66. The School of Printing in Kumasi is part of the Government Centre for Vocational Training. The School was set up in 1973 with bilateral aid, and since 1978 it has

been manned entirely by Ghanaians. The School runs a four-year certificate course in printing and has an annual capacity of 40 students who are mostly junior in-service trainees from the printing presses of the country. The School has only hand-composing and letterpress printing arrangements. Since this is the only institution in Ghana that is exclusively devoted to training in printing, it is most desirable that the level of training is upgraded so as to include a diploma also in printing and the training equipment is supplemented with mechanical composing, offset printing and binding machinery with possible bilateral or international assistance.

Introducing a university course in book publishing

67. Book publishing, which has been traditionally regarded as a profession requiring little formal study, is gradually evolving from the artisanal to the industrial

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age. It is becoming an academic discipline and careful instructions in the subject, supported by practical work, could be a suitable method of training the book industry personnel. In the developing world, India has already integrated book publishing in the university curriculum since the early 'seventies. The University of Delhi in the north runs a three-year undergraduate course in book publishing and a two-year post­graduate diploma course in specialized areas of the subject. The University of Madras in the south has mounted a Bachelor of Book Industry (BBI) Course on the lines of an Honours course. The objective was to interweave general education with work-oriented instruction and to diversify education so as to provide not only knowledge but also some skill. This experiment has also ensured a regular stream of semi-skilled personnel to enter the Indian book industry and trade every year.

68. In Africa, Ghana has taken the initiative to design a B.A. Degree course in book publishing in the University of Science and Technology, Kumasi. The purpose of the

course is not merely to provide training facilities for the book industry of Ghana, but to gear the training programme to the locally available materials and expertise so as to meet the region's growing requirements of books in such vital fields as education and culture, commerce and public administration, agriculture and industry and science and technology. The thrust of the programme will be on indigenous books with provision for reprinting, adaptation and translation, wherever desirable. The course is proposed to be mounted at the College of Art, UST, which has already prepared a preliminary scheme for the purpose. The College is ideally suited to start this course, as it already contains a Department of Design and General Art Studies which includes a Graphic Design Section and a Printing Workshop. The venue of the course, i.e. the town of Kumasi, is centrally located which would facilitate not only the running of the course but also the distribution of its future benefits.

Structure and contents of the course

69. A number of points will have to be kept in view while structuring the proposed degree course. Some of the guidelines are:

(i) It should be comprehensive so that it provides a professional background for all the functionaries in the book industry, viz. authors, translators and editors (to cover the creative aspect), book designers and illustrators (to cover physical production), booksellers and distributors (to cover promotion and marketing), and publishers (to cover management).

(ii) It should be flexible so as to cater for different needs and situations.

(iii) It should be accommodating so that the entrants to the course may be able to specialize in a few important branches and not necessarily in all.

(iv) It should be work-oriented and have adequate provision for practical work and apprenticeship.

(v) It should be economic so that students are not required to put in more time or expenses than what is necessary for an ordinary B.A. course.

70. The scheme proposed by UST does not cover the creative aspect adequately since writing for books and translation seem to have been overlooked. Again, the scheme

has grouped designing with illustrators and editing with production. Indeed, the divid­ing line between book designing and book production is very thin and printing is altogether a separate operation. Though book designers should know enough about print­ing to plan the production of their books and to work harmoniously with printers, the essential requirement is their ability to understand printing and not that of being able to print and operate the machinery themselves. A designer or production expert, sitting in a publishing house visualizes the physical get-up of a book and lays down

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specifications which have to be executed by the printer. The training of printers is thus outside the scope of a course in book publishing. _It- may however- be noted that those who have studied designing or book production are not precluded from entering the printing industry, just as those who have studied book illustration to understand the principles and. techniques of art work for different categories of books in their capacity as book designers might ultimately choose to become profes­sional illustrators. Since book production is the weakest spot in the book publishing complex of Ghana, and generally of Africa, it need not be mixed up with editing but be a separate unit integrating designing and illustration.

71._ Another gap in the UST scheme is the absence of a foundation course. Book publish­ing is an integral process and calls for an interdisciplinary approach. Every

student of book publishing should therefore be familiar with the basic elements of all areas of the book industry, even though he may like to specialize in one area or another. Thus the degree course should start with the fundamentals of creation, production, distribution and management of books with an introduction to the national and regional book publishing scene, so as to lay a sound foundation for future studies.

72. The course may be designed on a modular system and may be taught in the order in which a book passes through different stages of publishing. This will not only

facilitate comprehension on the part of students and administration on the part of organizers, but also reduce the initial difficulties of locating the teaching and training staff. As envisaged, the course may be spread over a period of three years, but cover the different modules as indicated below:

1st Year - Foundation Course in Book Publishing.

2nd Year - Writing, Translation and Editing

or

Book Production (including Designing and Illustration).

3rd Year - Sales Promotion and Distribution

or

Publishing Management.

73. The UST Scheme has suggested the creation of a new department to run the course, which is to be called "The Book Development Centre". In view of its limited

objective of teaching and training at least at the initial stage, the new department may be called the Department of Book Publishing and started with available assistance from the existing staff of the Department of Design and General Art Studies and neces­sary part-time contribution from the other three departments of the College, viz. Department of Art Education, Department of Painting and Sculpture and Department of Industrial Art. As to the nomenclature of the course, the University Scheme called it B.A. (Book Publishing). However, the Ghanaian book industry has suggested, through the Ghana Book Development Council, that the course be designated as B.A. (Book Industry) since it has a vocational bias and also because the term "publishing" is sometimes taken in a literary sense, so as to exclude production and distribution. It may be recalled that book publishing will be only one of the four groups of subjects to be offered for the B.A. Degree, though it may receive more weightage in practical work and credit hours. Although the course may run under the overall supervision of the Faculty Board of the College of Art, it may be useful to appoint an advisory committee under the chairmanship of the Dean of the College to advise from time to time on the operation and expansion of the course.

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Curriculum and books

74. As provided in the UST Scheme, book publishing will be only one of the four groups of subjects to be offered for the B.A. degree. In the light of the observa­

tions made by the Art Faculty Board, the following additional groups are suggested:

(i) English and Vernacular (Compulsory)

(ii) General Studies (any one of the following):

Economics and Industrial Management

Law

Mathematics

(iii) Electives (any one of the following):

Art Education

Drawing

Geography

History.

75. .. As for book publishing, the Foundation Course will consist of 100 marks, of which 75 marks will be allotted to theory and 25 marks to classroom practicáis. The

other four modules in this group will consist of 100 marks each: 50 marks for theory, 25 marks for classroom practicáis and 25 marks for vacation apprenticeship. The syllabus proposed for the Book Publishing Course is included in Appendix 1. It is seen that the UST courses are based on a semester system and an academic year is divided into two semesters. In the light of the redesigned structure and the curriculum, as suggested above, the university authorities may like to divide each module between two semesters and assign the neces­sary hours for theory, practicáis and credits accordingly. As for the assessment of students, the examiners need not necessarily be from the academic world. Examination papers for at least two out of the five modules may be set by senior executives of publishing houses, bookshop establishments and printing presses. Specimen copies of some examination papers set for the Delhi University Course in a similar fashion are included in Appendix 2 to guide this work.

76. There are not many books on publishing and related fields written by local authors and published in Africa. The course therefore has to lean heavily on standard

books on the subject published in the United Kingdom and United States of America. However, "books on books" have begun to appear in the developing world and some of these have been published recently in Africa. Since these books will be more tailored to the Ghanaian needs, as many of these as possible should be prescribed for the degree course. Apart from books, some standard book trade journals and reports of regional and international book development seminars may be recommended as they contain up-to-date and useful reading material. After each module in the syllabus (Appendix 1), a number of relevant books and reports have been suggested, and at the end some book trade journals have been recommended for the entire course. These publications which constitute the core of the reading material for the course may have to be provided to the College of Art immediately for use not only by students but also by tutors. Because of the paucity of foreign exchange in Ghana and the difficulties faced in importing books, it is suggested that international assistance be sought for the purchase of books.

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Departmental library

77. An essential requisite for running the course will be a well-stocked and well-equipped library attached to the College of Art. There is a lot of published

work on various aspects of the book industry and trade in developed and developing countries. Apart from the books that may be obtained, the library should endeavour to acquire the latest books relating to different modules of the course as gifts from certain countries e.g. British books by courtesy of the British Council, American books and German books by courtesy of their respective embassies in Ghana, books from Commonwealth countries by courtesy of the Commonwealth Secretariat and books from India by courtesy of the Indian High Commission. I have handed over a number of selected bibliographies of "books about books" to the Head of the Design and General Art Studies Department, College of Art to facilitate the selection and collection of such books in due course.

78. One of the activities of the Department of Book Publishing included in the ÜST Scheme is to organize book exhibitions. This is a regular function of the Ghana

Book Development Council and need not be duplicated by the Department at least at the outset. What the departmental library can do is to organize on appropriate occasions an exhibition of "Books on Books" with a separate section devoted to "Books on Africa". The departmental library should also possess audio-visual devices like films and slides on book production and distribution, and these should be utilized as essential aids to the teaching and training of the students.

Teaching and training resources

79. Since no regular courses in publishing exist in Africa, it would be difficult to find teachers with local degrees and diplomas in publishing. However, book

industry courses are conducted in Europe, the United States of America and other countries and it might be possible to recruit the teaching personnel from among those Ghanaians who have attended these overseas courses. Ghanaians holding degrees/diplomas in journalism, library science and printing can also cover certain modules in parts. The course can also be staffed by people drawn from concerned government organizations and certain departments of universities. Senior executives from publishing houses, printing presses and book distribution enterprises should be an essential part of the teaching faculty. Those that I have met have given me the impression that they will extend full co-operation as they will be working for indirect benefit of their own organization as well as for the country in general. People invited from the book industry need not necessarily possess a second or even a first degree, for they are expected to share their professional background and valuable experience which will be as important to the students as academic treatment of the subject. A majority of organizations - both official and non-official - are capable of providing teaching and training faculties on a part-time basis. A list of some of these organizations is given in Appendix 3, showing in parenthesis the module numbers that can be partly covered by each. Whilst on this subject, it is recommended that the Ghana Book Development Council undertakes a national survey of the existing manpower in various sectors of the book industry - authors, translators, editors, book designers, illustrators, printers, publishers, booksellers and librarians - in co-operation with the professional associations and bring out a Directory of the Ghanaian Book Industry, which, in the absence of reliable data, will serve as most useful reference material. It is hoped that a detailed assessment of the existing manpower vis-à-vis the book needs of the country would serve as the basis for planning the future training programmes.

80. The practical training portion of the course is divided into two parts. Firstly, the practical exercises that will be carried out within the premises of the

College, either in classrooms or printing workshop. Such exercises will also constitute a compulsory part of the examination papers for all modules. Examples of classroom

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exercises cire given in Appendix 1. The second part will consist of the training outside the College in the form of field trips and visits to publishing houses, printing plants, bookshops, libraries and other concerned bodies. An essential feature of this field training for modules 2 to 5 will be attachment of students to these organizations for a period of up to two months to acquire on-the-job experience. The apprenticeship period should preferably be after the close of the academic session, when the concerned module will have been completed. The performance of each apprentice will be assessed by the Department on the basis of reports submitted by the trainees and the evaluation made by the head of the organization to which they were attached. Owing to the difficult transport situation in the country, it will be necessary for the College to own a mobile van with a seating capacity of not less than 24 persons. It is desirable to seek international assistance for its purchase.

81. The printing workshop of the College and the UST Printing Press will form the nucleus for the classroom practicáis. The two units are not, however, properly

equipped to provide even the basic skills in certain areas. A list of equipment avail­able with these presses is attached as Addendum I to Appendix 5. The College Workshop has to be expanded with the requisite materials and machinery, and it is suggested that the gap be filled by external aid. Appendix 5 indicates the equipment and materials required for the course during the three academic years starting from 1981-1982, for which funds could be sought.

82. Considering the innovative nature of the course, the teaching faculty will consist mainly of part-time, short-term lecturers to be drawn from various sources -

internal and external. However, there has to be some permanent skeleton staff - both teaching and secretarial - to set the ball rolling. Firstly, there has to be a Head' of the Department of Book Publishing who should be not only an intellectual with sufficient academic and professional background, but also an efficient executive who would be able to co-ordinate and supervise the theoretical and practical aspects of the course, for the success of a new course like this would largely depend on the dynamism and ability of the Head of the Department. He should also be familiar with different aspects of publishing so that he could cover the teaching of a few modules, wholly or partly. Considering the responsibilities of the job, the departmental head should have the status and salary scale of at least an associate professor. Besides, the Department should have one whole-time senior lecturer in book designing - the weakest area of the industry - who, apart from teaching, should assist the Head of the Department in co-ordination and organizational work. Then a senior instructor, two technicians and one technical apprentice for the workshop and a trained librarian will be required along with the necessary secretariat staff. The course can make a beginning with this staff strength plus outside assistance from ad hoc part-time lecturers. In the second and third years, the regular staff will have to be supplemented (vide Appendix 4) to cover all the modules and replace the outside lectures to some extent. Besides, there will be some running expenses on academic and administrative matters and some fixed expenditure on office equipment, etc. A statement showing the estimated local expenditure on staff and other items for the first three years is contained in Appendix 6.

83. While the College may be in a position to start the course and cover Module 1 with internal teaching and training resources, it would be necessary to augment the

faculty for teaching the modules on special areas in the second and third year. It is recommended that one specialist lecturer each in editing and production during the second year (1982-1983) and in book distribution and publishing management during the third year (1983-1984) may be commissioned from outside for a period not exceeding three months. These lecturers, apart from teaching their own module, may also cover the relevant portions of the Foundation Course for the second and third batch of students admitted to the course. International assistance should be requested to provide funds for meeting the expenditure on the travel and per diem of one outside lecturer in the second year and one in the third year. The university may be able to

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solicit the services of the other lecturer for each of the two years from Britain tinder such schemes as Inter-University Council Programme, assistance from the Commonwealth Secretariat or secondment through the British Council. The financial contributions proposed to be made by international sources for the teaching staff and other inputs during the first three years is indicated is Appendix 7.

84. With a view to making the course effective and successful, it would be necessary for the local core staff to acquire appropriate training and experience. Indeed,

both the staff and the students should have a clear understanding of the objectives and modus operandi of the course. It would be desirable if the Head of the Department of Publishing undertakes as early as possible a one-month study tour of India under the auspices of an international organization to gather first-hand knowledge and experience of how similar courses are being conducted in the Indian universities. Similarly the senior lecturer in book production may be deputed for a short-term refresher course in book production at an advanced level. In due course, the College may prepare short training manuals in support of the different modules recommended for study.

Admission requirements

85. Students seeking admission to the course are expected to be self-motivated. In any case, their I.Q. should not be less than that of an average student seeking

entry to other degree courses of the UST. The normal entry requirements to the degree course are passes at least in five subjects including English at the G.C.E. examinations (or its approved equivalent) of which at least two should be at the Advanced Level. In view of the special nature of the course it is suggested that the entry requirement may include -

5 G.C.E. Ordinary Levels, which may preferably include Art and any of the following subjects:

Economics Vernacular Mathematics History English Literature Geography Accounts Government

A Pass in General Paper plus any two of the following:

Art Economics French Mathematics English Literature Business Vernacular General Science Geography History

86. The College may relax admission requirements in case of those entrants who possess practical experience of work in the book industry and trade. Indeed, the course

should also cater for the needs of in-service personnel, particularly at the sub-managerial and middle levels, who should be able to return to their jobs with maturity and confidence. A representative of the Ghana Book Development Council may be associated with the selection of applicants for admission to the course. He would watch the interest of the book industry professions in keeping with the overall national interest.

87. The initial intake of the course may be about 20 students, who would all be attending the Foundation Course. It is hoped that they would more or less be

evenly spread among the two modules each during the two subsequent years.

88. The University hopes to start the course from the next academic session, i.e. October 1981; the University should first make the announcement and work out admission procedures and other preliminary details.

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Accommodation

89. The College of Art at present occupies some temporary structure which was originally located on the site. These improvised constructions have outlived their purpose,

are inadequate even to meet the present requirements and are unsuitable to house a "College of Art". The Development Office of the University is already planning the construction of a new complex for the College which will have to take into account the accommodation requirements of the new Department of Book Publishing. Until this is done, the University may arrange extra accommodation for the new course either by erecting temporary structures to house the programme or by making available any of the vacated premises for use as classrooms, studies, workshop and library.

90. Since guest lecturers will continue to be invited from outside Kumasi throughout the year, some permanent arrangement may have to be made for their residential

accommodation, apart from the existing facilities provided on the Campus by the three guest houses.

Job opportunities

91. Since the proposed degree course will have a vocational bias and the Ghanaian book industry is short of professionally qualified personnel - a pioneering

organization like the Ghana Publishing Corporation does not have any professionally trained staff except a couple of top management people, and its editorial section alone is reported to have eight vacancies at present - there will be wide scope for the employment of its graduates. They may be absorbed as junior executives in editorial, production or art sections of publishing houses in public or private sectors, as proof readers, supervisors and production assistants in printing presses, and as sales assistants, submanagers and field representatives in book distribution agencies. They may have employment avenues in newspaper establishments, libraries and educational and research organizations. The course will also produce free-lance writers, translators, editors, illustrators and literary agents whose services will be in demand by a developing book industry. The course also opens opportunity for self-employment to those who have some capital for investment to start their own publishing houses or book distribution agencies.

92. Experience has borne out that students holding a university degree or diploma in book publishing are generally absorbed by the publishing or printing industry

or an allied institution. While the course is job-oriented, it does not and cannot provide a guarantee for immédiate employment more than what a course in journalism, library science or any other vocational discipline has to offer. However, since the skills and techniques of book publishing have a universal application and use, the graduates with initiative will find ample scope for their talent even outside the country.

V. UPGRADING THE DEGREE COURSE TO A REGIONAL TRAINING CENTRE

Need for training

93. The African book scene is more or less an extension of the Ghanaian book industry situation in many-ways e.g. underdeveloped reading with strong oral traditions,

multiplicity of languages with variations in orthography, under-capitalization with low profitability, lack of skilled manpower, shortage of well-equipped and modern printing establishments and under-utilization of the existing printing capacity for books, appalling scarcity of paper and printing materials and unsystematic distribution. The low level of production makes the region highly dependent on book imports. Indeed Ghana, with its high literacy rate and average annual book production of about 250 titles, is in a much better position in the book field than most African countries. As in Ghana, the accelerated development of education and of the whole process of national

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reconstruction in Africa depends to a large extent on the availability of suitable reading material. This in turn cannot be achieved without a sufficient supply of manpower with the necessary knowledge, skills and experience to man the various sectors of the book industry and ancillary services.

94. Reports of the regional meetings and seminars on book development highlight the paucity of skilled manpower and the absence of regular.training facilities in

every country. While the current shortages vary in respect to different skills, in different countries, the urgent need for training in the graphic arts seems to be the common denominator. The proposed degree course in Ghana will therefore be well-tailored to the training requirement of the book industry personnel in Africa.

Beginning with a subregional centre

95. Africa is more a continent than a region. It has a pluralistic situation with as many startling contrasts as there are apparent similarities. The area is

not only vast, but also complex from many angles. Because there is an acute shortage of trained manpower in almost all segments of the book industry and the Ghana Degree Course is still in the offing, it will be rather premature to think of upgrading the degree- course to a regional training centre in the near future. A beginning may however be made at the subregional level, after the degree course has completed its first round and is well-established. It is therefore recommended that consideration may be given to the setting up of a centre for the training of book industry personnel in West Africa in 1984 as a future development of the Ghana Degree Course. The objectives of the subregional training centre may include:

(i) to provide training facilities to different categories of the book industry personnel from both the public and private sector organizations in West Africa;

(ii) to formulate training programmes for different levels of book personnel and for different durations;

(iii) to prepare training manuals and guides for different functionaries of the book industry in the subregion;

(iv) to provide training courses and refresher courses for the trainers in the book industry at the national level;

(v) to assist the Member States in the subregion in the formulation of their own university courses in the book industry field.

Reorganization

96. Before the degree course is raised to a subregional training centre, it will need to be reorganized with minor modifications. The compulsory group to be offered

for entry to the degree course (vide paragraph 74) will have to be changed from "English and Vernacular" to "English or French, and Vernacular" to accommodate Franco­phone countries. Similarly Module 2 of the syllabus may have to be expanded to provide for writing and editing in French and to highlight local languages in West Africa. Where necessary, corresponding changes may have to be introduced in the syllabus for other modules also. In order to make the training programme more attuned to the sub-regional needs, provision may be made for one-year certificate courses and two-year diploma courses in addition to the three-year degree course. Students offering only one module and attending the course for one academic year may be entitled to a certificate in that module. Similarly, those who offer two modules (of which one must be Module 1) may be awarded a diploma. This could be achieved within the frame­work of the degree course and without extra financial liability on the part of the training centre.

- 25 -i

97. In order that the Department of Book Publishing of the College of Art Is converted Into a subregional training centre, it may have to be declared an independent

centre, though it will continue to be affiliated to the University of Science and Technology like other Unesco-assisted centres and institutes in Ghana. At that point, financial and administrative responsibilities of the centre will need to be divided between UST and international organizations participating in this project. The centre is visualized as a regional project with the Ghanaian authorities providing local staff and the usual amenities and premises, while the services of internationally recruited administrative and teaching staff and the requisite workshop equipment, material and books necessary for the conduct of the training programmes would be provided from international sources. To work out these and other details, it is suggested that a review be undertaken during the third year of the degree course (i.e. in 1983) and a report submitted to financing organizations in regard to the creation of the Centre in 1984.

International financing

98. The initial international contribution to the centre, as envisaged at present, may consist of the salaries of the internationally recruited full-time staff

comprising one director of the centre, one administrative officer and four expert lecturers. Besides, extra funds may have to be granted to add further equipment to the workshop to make it self-contained and to update the stock of books in the library. It is presumed that the local staff and the workshop equipment existing at the time of upgrading the course will be automatically merged into the newly created subregional training centre. On the basis of a three-year projection, the international subvention towards staff and equipment etc. is indicated below:

International Contribution (Estimated)

Item 1984-1985+ 1985-1986+ 1986-1987+

$ $ $ Salary of Staff;

1 Director (P-5) 70,000 77,000 84,700

1 Expert Lecturer in Writing and Editing (P-4) - 55,000 60,500

1 Expert Lecturer in Book Production (P-4) - 55,000 60,500

1 Expert Lecturer in Sales Promotion and Distribution (P-4) - - 55,000

1 Expert Lecturer in Publishing Management (P-4) - - 55,000

1 Administrative Officer 30,000 33,000 36,300

Official Travel and Other Costs 15,000 20,000 ' 28,000

To coincide with the academic year of the university (October to September).

- 26 -

Item

Equipment

1 IBM Electronic Composer 6375-001

1 Bank Xerox Machine

1 Lino-type Composing Machine

1 Roland Two-Colour Offset Machine

Books and Periodicals

1984-1985+ 1985-1986+ 1986-1987+ $ $ $

14,000

16,000

Total:

30,000

5,000

180,000

50,000

290,000 380,000

Total estimated international contribution over three years = $850,000

99. It is to be hoped that after the expiry of 3 years, the international contribution to the subregional centre may consist mainly of the salaries of international

staff and cost of. some official travel, which may amount to an average $400,000 per year. It may be necessary to award some fellowships to draw participants from the subregion to the training centre.

Schedule of yearly progress

100. Combining Sections IV and V together, the following statement indicates the progress and. implementation of the whole project during a six-year period

viz. October 1981 to September 1987:

October 1981

October 1982

October 1983

November-December 1983

October 1984

October 1985

October 1986

Commencement of the B.A. Degree Course at the UST with Module 1.

Addition of Modules 2 and 3 to the Degree Course.

Additions of Modules 4 and 5 to the Degree Course.

Review of the Degree Course Programme.

Upgrading of the Degree Course to a Subregional Training Centre for West Africa.

Introduction of One-Year Certificate and Two-Year Diploma Courses.

Final Year of the first batch of the Degree Course run by the Subregional Centre.

101. After the subregional centre has been in operation for two years, it may be desirable to have another review to explore the possibility of raising its status

to an African regional centre for the training of book industry personnel of the whole region and to add new dimensions to its training programme. Thus towards the end of 1986, a second review may be undertaken to determine the following:

+ To coincide with the academic year of the university (October to September).

- 27 -

(i) Whether the subregional centre be upgraded to a regional centre or another subregional centre be created in East Africa.

(ii) Whether Short-term Certificate Courses (of, say, about 3-month duration) be introduced at the subregional centre to cover more specialized areas like publishing of school textbooks, children's books, scholarly books, paperbacks, scientific and technical books.

(iii) Whether a Master's Degree in Book Publishing be also added to the training programme.

(iv) Whether, besides training, the centre may be entrusted with other responsi­bilities like research and surveys in the book field or dissemination of information on book development activities in the region.

VI. ACKNOWLEDGEMENTS

102. I am fulfilling more than a conventional requirement by expressing my gratitude to all the individuals and organizations I met in the course of my mission and

whose names are listed in Appendix 8, since without their patient co-operation this mission could not have been accomplished. Indeed, these very persons and bodies form the nucleus of the training programme and their continued and active co-operation will be the mainstay for the successful implementation of the project.

103. I would like to record in particular my deep appreciation of the warm hospitality and excellent facilities provided to me by the University of Science and Technology,

Kumasi. I am beholden to Professor E. Bamfo Kwakye, Vice-chancellor of the university who took keen interest in the project and, despite his preoccupations, kept in constant touch with the mission to ensure that the necessary services and assistance were being made available to me. I am obliged to the Dean and staff of the College of Art for the unfailing assistance and kind hospitality I received from them. I am specially thankful to Mr A. Akpo Teye, Vice-Dean of the College of Art and Head of the Department of Design and General Art Studies, who in his capacity as the official liaison drew up a very comprehensive and productive itinerary for my mission and whose valuable advice and guidance from time to time made my task easy and fruitful. I am also personally indebted to him for the great pains he took in making my stay in Ghana comfortable and enjoyable.

Appendix 1

APPENDIX 1

SYLLABUS AND BOOKS/JOURNALS RECOMMENDED

MODULE 1 - -FOUNDATION COURSE IN BOOK PUBLISHING

(a) Theory 75 marks

1. Definition and functions of a book, its relationship with other mass media -role of books in national development - different kinds of books, pamphlets and periodicals.

2. Publishing as a profession - role and functions of a book publishing organiza­tion and structure of a publishing house - the process of book publishing and different stages: creation, production, distribution and reading of books - co-operative role of partners and allies: author, translator, literary agent, editor, designer, illus­trator, printer, binder, paper manufacturer, type founder, bookseller, librarian and reader.

3. Publishing of general or trade books and specialized books like textbooks, children's books, reference books, paperbacks, scholarly books, scientific and technical books, books for the handicapped.

4. Author-editor relationship - functions and importance of an editor - general principles and techniques of translation, copyright law.

5. Book designing, layout, types and type-setting, illustrations, kinds of blocks and plates and their production, printing processes, types of binding and binding materials, proof corrections, selection of paper.

6. Importance and functions of distribution channels of distribution: traditional -publisher-wholesaler-retailer, non-traditional - hospitals, tourist spots, petrol stations etc. - sale to libraries, mail order selling, selling of specialized books, trade policies and discounts, imports and exports of books - procedures and regulations. Publicity and sale promotion methods and techniques.

7. The Ghanaian Book Industry - salient, features, public and private sector publishing, professional associations of book industry, role and functions of Ghana Book Development Council, problems and possible solutions.

8. World trends in book publishing with special reference to Africa.

(b) Classroom practicáis 25 marks

Examples:

1. Copy-editing of a given manuscript.

2. Marking-up typescript for printing.

3. Proof correction.

4. Identification of a printing process/type faces used in a book.

5. Analysing the contribution made by illustrations in a book.

6. Preparing a circular letter to booksellers/libraries announcing a new title.

Appendix 1 - page 2

SUGGESTED READING

1. The Book Publishing Manual by M.N. Rao, Federation of Publishers and Booksellers Associations in India, New Delhi, 1975.

2. Books for Ghana and Nigeria by Smith and Bessie, Franklin Book Program, New York, 1962.

3. Book Development in Africa: Problems and Perspectives, Unesco, Paris, 1969.

4. Publishing in Africa in the 'Seventies: Proceedings of an International Conference on Publishing and Book Development by E. Oluwasanmi, E. McLean and H. Zell, university of Ife Press, Ile-Ife, 1975.

5. Report of the Commonwealth African Book Development Seminar, Ibadan, Commonwealth Secretariat, London, 1975.

6. Unesco and its Programme for Books by KmIle Delaveny, Unesco, Paris, 1974.

7. Books for All - A Programme of Action, Unesco, Paris, 1973.

8. Unesco Statistical Yearbook, Unesco, Paris, 1980.

9. The African Book Publishing Record, Volume VI, No. 3/4, 1980 - "Publishing in Africa in the 'Eighties", KG Saur Verlag KG, Munchen (Federal Republic of Germany).

10. African Books in Print (2nd Edition), Mansell, London, 1978.

11. Made to Measure: Children's Books in Developing Countries by Anne Pellowski, Unesco, Paris, 1980.

12. Introduction to African Culture by Alpha Sou, Ola Balugun, Honorât Aguessy and Pathe Diagne, Unesco, Paris, 1979.

13. National Councils for Book Development by Abul Hasan, Unesco, Paris, 1979.

14. Indian Book Industry - Problems and Prospects, Federation of Publishers and Booksellers Associations in India, New Delhi, 1979.

15. Book Publishing - What it is, What it does, by John Dessauer, R.R. Bowker & Co., New York.

16. Practical Printing and Binding, Hamlyn Publishing Group, London.

17. Publishing Terms by Henry Jacob, Macdonald and Jones, London, 1976.

18. Designing with Type - A Basic Course in Typography by James Craig, Watson Captill Publication, New York.

19. Beginning in Bookselling by I. Babbidge, Andre Deutsch,'London, 1972.

20. Copyright in Developing Countries, Commonwealth Secretariat, London.

. . Appendix 1 - page 3

MODULE 2 - WRITING, TRANSLATION AND EDITING

(a) Theory 50 marks

1. Writing - principles, objectives - essentials of good writing, use of narra­tive and conversational style, principles of adaptations and abridging, writing various types of books - textbooks, children's books, general books, fiction, reference works etc.

2. The structure of African languages, Ghana language map, language and orthography standardization textbook writing in Ghanaian languages, national policy regarding vernaculars.

3. Translation - objectives, principles and techniques, translating different categories of publication, e.g. creative literature, educational.books, children's books, technical and scientific books; technical terminology, tools of translation, translation from and into African languages.

4. Book editing - editor's role as the kingpin, his detailed functions, necessary qualifications, skills and aptitudes, list development according to needs and interests, solicited and unsolicited manuscripts, author-editor dialogue, evaluation of manuscripts, internal readings and external reviewing, consultation with production and sales departments and provisional costing and pricing.

5. Copy editing - principles and techniques, language and presentation, the house style (headings and subheadings, spelling style, footnotes, bibliographical references, indexes, preliminaries and end-pages, illustrations), preparation of press copy, releasing the final print order.

6. Agreements and rights - contract with the author, royalties and other payments, copyright - national and international, censorship, obscenity and libel.

(b) Classroom practicáis 25 marks

Examples ;

1. Putting prelims, text and end-pages into proper order.

2. Editing a given manuscript in a Ghanaian language.

3. Translating a given manuscript from English to a Ghanaian language and vice versa.

4. Preparing bibliographies and indexes.

5. Reading, reviewing and making recommendations on a publishing proposal.

6. Drafting letters: (i) commissioning a manuscript, (ii) accepting a commissioned manuscript for publication, (iii) rejecting an unsolicited manuscript, etc.

7. Drawing up contracts: (i) with an author/corporate body with essential provisions, (ii) with another publisher - indigenous or foreign - acquiring reprint or trans­lation rights.

8. Preparing materials for publicity - blurbs, folders, advertisement copy.

Appendix 1 - page 4

(c) Apprenticeship for not more than two months in the editorial department of a publishing house or a research/educational institution engaged in writing or translation of books.

25 marks

• SUGGESTED BEADING

1. Dictionary of Modern English Usage by W.H. Fowler/ Oxford University Press..

2. The Craft of Writing ed. by H.K. Kaul, Arnold Heinemann, New Delhi.

3. The Author-Publisher-Printer Complex by R.S. Gill/ William and Wilkins, Baltimore/ 1958.

4. Preparation of Textbooks in the Native Tongue, by C.H. McCullough, National Institute of Education (NCERT), New Delhi, 1965.

5. Preparing Textbook Manuscripts - A Guide for Authors in Developing Countries, by A.J. Loveridge, et al., Unesco, Paris, 1970.

6. The Writer in Modern Africa, Almquist and Wikersell, Stockholm, 1968.

7. A Copyright Guide, R.R. Bowker and Co., New York, 1969.

8. The Revised Berne Convention, the Stockholm Act, 1967,. by Ronald Barker, The Publishers Association, London, 1967.

9. The Ghanaian Copyright Act, Ghana Information Services Department, Accra.

10. Patents, Trademarks, Copyright and Industrial Designs, by Blanco White and Robin Jacob.

11. History, Politics and Early Press in Ghana: The fiction and the facts, by K.A.B. Jones-Quartey, Ghana Information Services Department, Accra, 1975.

12. The Book Hunger by R. Barker & R. Escarpit, Unesco, Paris/Harrap, London/ 1973.

13. The Truth About Publishing, by Sir Stanley Unwin, George Allen and Unwin, London, 1960.

14. Handbook for Indian Authors, ed. H.K. Kaul, Munshiram Mancharlal, New Delhi.

15. Universal Copyright Convention as Revised at Paris on 24 July 1971, Unesco, Paris, 1971.

16. Editors on Editing, by G. Gross, Grosset and Dunlop, New York, 1962.

17. The Art of Translation by Theodra Saveory, Writers Inc., New York, 1968.

18. The Bookman's Glossary by Mary Turner, R.R. Bowker & Co., New York,~Í961.

19. A Manual of Style for Authors, Editors and Copywriters, University of Chicago Press, 1969.

20. A Practical Style for Authors and Editors, Holt Rinehort, 1967.

Appendix 1 - page 5

MODULE 3 - BOOK PRODUCTION

(a) Theory 50 marks

1. Printing - historical development, the story of printing in Ghana, present printing capacity and special problems of book printers.

2. Typography - type alloys and type faces, different types for different purposes, type measurement, special types in Ghanaian languages, hand composition, lino- and mono-composing, setting by typewriter, photo-composition.

3. Role and functions of designers - visualization and preparation of dummy, casting-off and break-even point, the format and layout, printing specifications and printing schedule, job dockets and other records, decisions regarding paper, binding, blocks and printer, type-marking, proof-reading - galleys and page proofs.

4. Role of the artist in book designing, styles and techniques of illustrations, for different kinds of books, line, tone and calligraphy, bleeding illustrations, trimming and scaling, photography in illustrations, black and white illustrations, art-work for title cover, equipment and material used in book illustrations, choice and use of colours.

5. Printing processes and techniques: letterpress - stereo-typing, electro-typing, other printing surfaces, mounts, imposition and registration, make-ready> printing, inks and inking, platen presses, cylinder presses and rotarles; Braille press; surface and offset printing - lithographic process and plates, photolithography, offset lithography, collotype, gravure screens, silk screens.

6. Paper and paper-making - raw materials and resources, pulp manufacture, hand­made paper, machine-made paper, varieties suitable for book printing, paper sizes, finishing, paper tests, durability; buying paper, paper stocking and warehousing.

7. Book binding - manual and mechanical, folding, gathering and collating, side and centre-stitching, sewing, gluing and cutting and trimming, case binding and perfect binding; material for cover - pulpboard, art card, rexine, cloth and leather.

(b) Classroom practicáis 25 marks

Examples:

1. Casting-off and estimating break-even point with given specifications.

2. Preparation of preliminary dummies and paste-up dummies.

3. Correcting galleys and page proofs.

4. Scaling illustrations.

5. Suggesting specifications for illustrations for text and cover design of books.

6. Designing and setting up the prelims and end-pages.

7. Identification of different type faces.

8. Selection of quality and size of paper for a given book.

Appendix 1 - page 6

(c) Apprenticeship for not more than two months in the production department of a publishing house, or in a printing press.

25 marks

SUGGESTED READING

1. A Summary History of the Ghana Press 1822-1960 by K..A..B.. Jones-Quartey, Ghana Information Services Department, Accra, 1974.

2. The African Book World and Press (2nd Edition) by Hans M. Zell, et al., K.G. Saur Verlag KG, Munchen (F.R.G.), 1980.

3. Words into Type, by Skillin and Gay, A-C. Crofts, New York, 1964.

4. The Graphics of Communication, by Turnbull and Baird, Holt, New York, 1964.

5. Type, by David Gates, Pitmans & Sons, London, 1976.

6. Materials in Printing Processes, by L.C. Young, Focal Press, London.

7. What the Printer should Know About Paper, by Robert Reed, Graphic Art Technical Foundation, Pittsburg.

8. The Craft of Book Binding, by David and Charles, Newton Abbot, London, 1978.

9. Prints and Visual Communication, by Williams Irvins, Jr., The MIT Press, London, 1978.

10. Methods of Book Design, by Hugh Williamson, O.U.P., London, 1966.

11. Paper Production - Prospects for Commonwealth Developing Countries, Commonwealth Secretariat, London, 1978.

12. Obstacles to the Production and Flow of Books in Africa, by Clifford H. Fyle, Unesco, Paris, 1964.

13. The Economics of Book Publishing in Developing Countries, Datus Smith, Jr., Unesco, Paris, 1977.

14. A Book Production Planning Guide by Glick & Glick, Southern Languages Book Trust, Madras (India), 1959.

15. Photomechanics and Printing, by Mertile and Mauseu, Oxford and I.B.H., New Delhi, 1970.

16. Modern Book Design, by Ruare McLean, Faber and Faber, London, 1958.

MODULE 4 - SALES PROMOTION AND DISTRIBUTION ~ ""

(a) Theory • 50 marks

1. Promotional measures - pre-publication publicity: special terms, standing orders, mailing advance circulars; on-publication promotion: review copies, special release functions, presenting specimen copies to wholesalers, retailers, libraries, and institu­tions; post-publication publicity: preparation of catalogues and bibliographical information, card indexes, folders and circulars, advertisement through mass media, book fairs and festivals.

Appendix 1 - page 7

2. Distribution channels - conventional: wholesaler and retailer, libraries and institutions, chain book stores, general stores, jobbers and agents; non-conventional outlets: marketing in rural areas, book mobiles, book kiosks, railway bookstalls, hospitals, tourist spots etc.; development of reading habits.

3. Mail order selling - book clubs, postal rates and transportation facilities, compilation and maintenance of mailing lists, response coupons and their analysis.

4. Trade discounts and trade policies - sale-and-return or consignment method, credit policy and control, sole distribution agencies, discount structure, selling of specialized books.

5. Market research - methods and techniques; forecasting demand and penetrating new markets, developing new strategies and innovations, statistical data and feedback by selling agents and field representatives, academic and library calling.

6. Warehousing - stock arrangements, care and control, stock-taking, weeding out of publication, remaindering and pulping of unsold stock, packaging and methods of dispatch, invoicing and accounting.

7. Organizing a retail bookshop - characteristics of retail selling, role and functions of book retailer, relationship with customer, arrangement and display of books, ordering, collecting and maintenance of stock, inventory control and accounts procedure, sale to libraries and institutions, the tender or bidding system, sale of related non-book material.

8. Import and export of books - procedures and rules and regulations, importers' problems, need to rationalize book imports; export promotion and prospects, ISBN system, international book fairs and exhibitions, sale and purchase of rights and exclusive territorial distribution.

(b) Classroom practicáis 25 marks

Examples:

1. Preparation of an advertisement copy for the press announcing a new title.

2. Preparation of sale promotion and publicity materials (folders/flyers/circulars) for dealers/libraries/educational institutions.

3. Preparation of annotated bibliographical data.

4. Compiling mailing lists for programmed materials.

5. Mounting a book exhibition in a college or alongside an educational seminar.

6. Advising on import of a specialized technical book.

7. Reporting on export potential of a technical/scholarly book.

Appendix 1 - page 8

(c) Apprenticeship for not more than two months in the marketing department of a publishing house, or a bookshop establishment or in a library.

25 marks

SUGGESTED READING

1. Bookselling techniques, Federation of Publishers and Booksellers Associations of India, New Delhi, 1972.

2. Agreement on the Importation of Educational, Scientific and Cultural Materials (Latest Edition), Unesco, Paris.

3. Removing Taxes on Knowledge, Unesco, Paris, 1969.

4. Promoting the Reading.Habit, by Richard Bumbarger, Unesco, Paris, 1975.

5. Roads to Reading, by Ralph Staiger, Unesco, Paris, 1979.

6. Books are Different, by Barker and Davies, Macmillan, London, 1966.

7. Better Bookselling, by Gerald Bartlett, Hutchinson, London, 1969.

8. Marketing: An Introductory Text, by Michael Baker, Macmillan, London.

9. A Manual on Bookselling, by C.B. Anderson, R.R. Bowker & Co., New York.

10. The Truth About Bookselling, by T. Joy, Pitman, London, 1964.

11. Bookselling by Mail, by Gerald Bartlett, Hutchison, London, 1966.

12. Library Bookselling, by Bell and Smith, Andre Deutsch, London, 1966.

13. Book Promotion Through Libraries, by Herman Liebarers, Federation of Publishers and Booksellers Associations in India, New Delhi.

14. A Manual for School Libraries on Small Budget by Dorothy Obi, Oxford University Press, Ibadan (Nigeria).

15. Reading in a Changing World, ed. by Foster Mohrhardt, Vorlag Dokumentation, Munchen, 1976.

16. Printed for Children - Special Frankfurt Book Fair Release, K.G. Saur, Munchen, 1978.

17. Bibliographical Services Throughout the World, by B. Marcelle, Unesco, Paris, 1977.

18. Paperback Parnassus by Roger Smith, Westview Press Inc., Boulder, Colorado, 1976.

MODULE 5 - PUBLISHING MANAGEMENT

(a) Theory 50 marks

1. The role and functions of book publishing - ideal qualifications and essential requisites of a successful publisher, responsibilities of the publishing executive: interdepartmental co-ordination, liaison with author, printer, wholesaler/retailer, publicity and public relations, maintenance of registers and progress reports.

Appendix 1 - page 9

2. Structure and types of publishing houses - organizational set-up of editorial, production, marketing and accounts departments, macro- and micro-publishing, regional, national and international coverage, single-language and multilingual publishing, co-publishing, specialized and general publishing, hard cover and paperback publishing, small, medium and large-scale publishing.

3. Planning and developing a publishing programme, national and educational objectives, field research and decision-making, list development, gestation period and sales predictions, programming for the year, exchange of information among publishers, role and activities of national publishers association.

4. Publishing problems in developing countries: too many languages and low print-runs, lack of purchasing power, underdeveloped reading habits and inadequate training facilities, scarcity of paper and printing equipment, need for high quality books at low cost.

5. Financial management: peculiarities of the book business and special capital requirements, lack of financial resources and bank credit, poor profit margins and slow returns, need for special book financing corporations, annual budgeting and cash flow, cost components plus overheads, fixing the print-run and price and calculating the break-even point.

6. Management techniques in publishing: statement of objectives and targets, publishing policy, priorities and time schedules, costs and risks involved in first editions and revised editions/reprints, departmental co-ordination and external liaison, inventory control.

7. Publishing and the law: copyright, need for copyright protection for authors, readers and publishers, growth of international copyright, Berne Union.and Universal Copyright Convention, 1971 Paris revision, pre-publication and post-publication censorship, publishing of libellous material and obscene literature.

8. Public sector publishing: nationalization of textbooks - reasons, advantages and disadvantages, scope and extent of nationalization, administrative set-up and professional competence of public sector publishing, Ghana Publishing Corporation -achievements and failures, scholarly publishing and the Ghana Universities Press.

9. Publishing in developed and developing regions with special reference to Africa, the Union of Soviet Socialist Republics, United States of America, United Kingdom, Japan and India; lessons for Ghana.

(b) Classroom practicáis 25 marks

Examples:

1. Fixing the price and calculation of break-even point.

2. Drafting of author-publisher agreements.

3. Infringement of copyright and marketing rights.

4. Case-studies in various aspects of book publishing management including public sector agencies.

5. Calculation of overheads.

6. Working out figures and identification of profit margines.

Appendix 1 - page 10

(c) Apprenticeship for not more than two months in a public or private sector publishing house.

25 marks

SUGGESTED READING

1. Publishers on Publishing by Gerald Gross, R.R. Bowker & Co. and Grosset and Dunlop, New York.

2. An Introduction to Book Publishing World, Asian Cultural Centre for Unesco, Tokyo, 1974.

3. Aspects of African Publishing by C.J. Rea, Longman, Harlow, United Kingdom, 1976.

4. A Trip to Africa, Association of American Universities Press, 1963.

5. The Book Revolution by Robert Escarpit, Unesco, Paris/Harrap, London, 1966.

6. Educational Publishing in Developing Countries - Proceedings of an International Seminar, National Book Trust, India, New Delhi, 1980.

7. The Book in Multilingual Countries by Abul Hasan, Unesco, Paris, 1978.

8. A Guide to Book Publishing by Datus Smith, Jr., R.R. Bowker & Co., New York/ London, 1966.

9. The Book Trade of the World, Volumes, I, II and III, by Sigfred Taubert, Buchmarkt-Forschung, Hamburg/R.R. Bowker & Co., New York/Andre Deutsch, London, 1972/1976.

10. Many Voices, One World - Final Report of the International Commission for the Study of Communication Problems, Unesco, Paris, 1980.

11. Publishing in Nigeria, Ethiope Publishing Corporation, Benin, Nigeria, 1972.

12. Public International Law by Latham Brown, Concise College Text Series.

13. Indian Publishing Since Independence, ed. Malhotra and Kumar, Sterling Publishers Private Ltd., New Delhi, 1980.

14. World Publishing in the 'Eighties, National Book Trust, India, New Delhi, 1977.

15. Publishing for Rural Areas in Developing Countries, National Book Trust, India, New Delhi, 1981.

16. The Business of Book Publishing by Clive Bingley, Pergamon Press, Oxford, 1972.

17. Practical Aspects of the Use by Developing Countries of Educational Scientific Works of Cultural Promotion, Unesco, Paris, 1979.

18. Training for Book Development, Commonwealth Secretariat, London, 1973.

List of Journals Recommended for all Modules (to be subscribed for theee years, initially)

1. Indian Book Industry (Monthly), Sterling Publishers Put. Ltd., AB/9, Safdarjung Enclave, New Delhi - 110016 (A.S. Rs.50).

Appendix 1 - page 11

Asian Book Development (Quarterly), Asian Cultural Centre for Unesco, 6 Fukuro-machi, Shinjuku-ku, Tokyo - 162, Japan (non priced).

Newsletter (Quarterly), Unesco Regional Office for Culture and Book Development in Asia, Karachi - 2905 (non priced).

Book Promotion News (Quarterly), Unesco, Paris (non-priced).

Copyright Bulletin (Quarterly) Review, Unesco, Paris (non priced) .

Newsletter (Quarterly), Unesco Regional Office for Book Development in Africa, Yaounde (Cameroon) (non priced).

The African Book Publishing Record (Quarterly), Hans Zell Publishers/K.G. Saur Verlag KG, 14a St. Giles, P.O. Box 56, Oxford 0X1 3 EL (United Kingdon) (A.S. £21)

Africana Journal (Quarterly), Africana Publishing House, 30 Irving Place, New York, N.Y. 10003.

Ghana Book World (Half-Yearly), Ghana Book Development Council, P.O. Box N.430, Accra (non-priced).

West African Journal of Modern Languages (Half-Yearly), University of Maiduguri, Borne State, Nigeria (A.S. - $20).

The Publishers Weekly, R.R. Bowker & Co., New York (A.S. $15).

The Bookseller Weekly, British Booksellers Association, London (A.S. - 90s).

Graphic Design (Quarterly), Kodansha Publishing Co., Tokyo, Japan.

Professional Printer (Bi-monthly), Journal of the Institute of Printing, 8 Lonsdale Gardens, Tumbridge Wells, Kent TNI 1NU (United Kingdom)

In addition to lectures and practicáis based on the above syllabus, films and slides may be shown on book publishing, book printing and book distribution techniques. Students would also visit publishing houses, book distribution establishments (wholesale and retail), printing plants and libraries.

APPENDIX 2

Appendix 2

SPECIMEN COPIES OF THE EXAMINATION PAPERS OP THE UNIVERSITY OP DELHI

BOOK PUBLISHING - Paper I

(Publishing Management)

Time: 3 hours Maximum Marks: 85

CANDIDATES SHOULD ANSWER QUESTIONS NUMBERS 1, 9 AND 10 WHICH ARE COMPULSORY AND ANY THREE OF THE REMAINING QUESTIONS

NUMBERS 2 TO 8

1. Name the several agents or parties who participate in the production and distribution of books and describe their specific functions. 15

2. "It takes nearly nine months from the date of receipt of a manuscript to get it printed as a book". Elaborate this statement describing the various stages through which the manuscript passes before it becomes a printed book. 15

3. What is public sector publishing? Give an example of a publishing house in the public sector and describe its working. 15

4. Name two important paperback publishers in India and describe briefly the subjects/titles covered by them 15

5. Describe briefly the important items covered in the Author/Publisher Agreement. 15

6. Give three examples of titles of the following categories of books:

(a) Reference books.

(b) Children's books.

(c) Scholarly books.

(d) Textbooks.

(e) Technical books. 15

7. Describe the special features of book publishing industry in Japan. 15

8. "Book Publishing in India is largely a Cottage Industry". Explain this statement. 15

9. Describe briefly your impressions about the publishing house where you underwent an orientation course during the last winter break. What are the special features of that organization? 15

10. Draw an illustrative chart indicating the varied function of the Production Manager in a publishing house and showing his relationship with other functionaries. 10

Appendix 2 - page 2

BOOK PUBLISHING - Paper II

(Editing and Production)

Time: 3 hours Maximum Marks: 85

ANSWER ANY FOUR QUESTIONS IN PAST I

Question Numbers 9 and 10 in Part II are compulsory

PART I (Theory)

1. Analyse Unesco definition of a Book. How does a Book differ from (a) a Pamphlet, and (b) a Periodical? 15

2. Suppose you are working as Editor in a book publishing firm. You receive an unsolicited manuscript of short stories from an author. Draft the following:

(a) A simple acknowledgement immediately on receipt of the manuscript.

(b) A letter after about a fortnight rejecting the manuscript and returning it to the author. 15

3. The function of an Editor is not merely to cross the t's and dot the i's of a manuscript; he is the pivot round which the whole book publishing process revolves. Elaborate this statement. 15

4. Discuss the procedure for evaluating the manuscript of a technical book, giving suitable examples. 15

5. "The need for graphics in communication can be illustrated by a comparison with the threatre. The designer of printed material is like the actor who gives life and expression to the lines of the playwright".

Describe the role of Production Manager in a publishing house in the light of these remarks. 15

6. Distinguish between letterpress and offset printing and describe the advantages and disadvantages of both. 15

7. What are the different items of cost which a publisher takes into account in pricing a book? Describe them under (i) Fixed Cost, and (ii) Variable Cost. 15

8. Write short notes on any THREE of the following:

(i) The House Style

(ii) Post-mortem of a Book

(iii) Cold Type

(iv) Lino-type Composition

(v) Perfect Binding

(vi) Dust Jacket. 15

PART II (Practical)

Appendix 2 - page 3

Write the proof correction symbols for any TEN of the following:

(i) Delete and close up

(ii) Change to lower case

(iii) Wrong fount (Change to correct fount)

(iv) Insert space

(v) Move to the right

(vi) Change this broken letter

(vii) Insert hyphen

(viii) Insert superior figure 2

(ix) Transpose

(x) Start new paragraph

(xi) Retain crossed out material

(xii) Use ligature

(xiii) Use capitals and small capitals

(xiv) Use Italic types

(xv) Insert apostrophe 15

Prepare a rough small-size dummy for a scholarly book giving proper sequence of all possible preliminary pages, text and end pages, making use of the two blank sheets of paper and pins supplied along with this Question Paper. 10

Appendix 2 - page 4

BOOK PUBLISHING - Paper III

(Sales, Promotion and Distribution)

Time: 3 hours Maximum Marks: 85

Attempt any FOUR questions out of the first seven and Question No. 8 which is compulsory for all candidates

1. Describe the distribution set-up of a paperback publishing house. Draw the organizational chart of the Sales Staff. 15

2. Explain in detail the part played by a wholesaler in the distribution of books. Is it necessary for a publisher to utilize the services of a wholesaler? 15

3. What role is played- by a retail bookshop in the distribution of books? Outline the working of a model bookshop. Name two bookshops in your city which you consider nearest to a model bookshop 15

4. Describe the working of a Book Club. How far can Book Clubs help in providing books to the people in rural areas? Name Book Clubs operating in India. 15

5. What is meant by sales promotion of books? What are the various methods of sales promotion? 15

6. Write notes on any two of the following:

(a) Trade discount

(b) Sale and return basis

(c) Reminder

(d) Tender system

(e) Market survey

(f) Bibliographical tools. 15

7. Prepare a plan for the launching of a new series of children's books for the age-group 8-12. What will be the publicity materials, promotional methods and sales avenues employed for that? 15

8. Prepare the following materials for a new biography of President Fakhruddin Ali Ahmed to be released shortly:

(a) Advertisement copy for a trade-journal

(b) Advertisement copy for Illustrated Weekly of India

(c) Circular to booksellers

(d) Circular to libraries

(e) Circular letter to own sales staff. 25

APPENDIX 3

SOME ORGANIZATIONS/INSTITUTIONS CAPABLE OF PROVIDING TEACHING AND TRAINING FACILITIES

Organization

ACCRA

1. Ghana Book Development Council

2. Survey Department

3. Ghana universities Press

4. Afram Publications Ltd.

5. Sedeo Publishing Co.

6. Ghana Publishing Corporation, Tema

7. Waterville Publishing House

8. Methodist Book Depot

9. Catholic Bookshop

10. Presbyterian Bookshop

11. Central Library

12. Government Press, Victoriaborg

13. Catholic Press

14. Presbyterian Press

15. Graphic Corporation

16. Times Corporation

17. Bureau of Ghana Languages

18. Ghana Institute of Journalism

19. Simpsons Bookshop

20. University of Ghana, Legon -

University Bookshop

Balme Library

Language Centre

Department of Library & Archival Studies

School of Journalism & Communication Studies

Institute of African Studies

Appendix 3

Modules

(1 to 5)

(1, 3)

(1/ 2, 5)

(1 to 5)

(1 to 5)

(1 to 5)

(1 to 5)

(1, 2, 4, 5)

(1, 4)

(1, 4)

(1, 4)

(1, 3)

(1, 3)

(1, 3)

(1 to 5)

(1 to 5)

(1, 2,"5)

(1 to 3)

(1, 4)

(1, 4)

(1, 2, 4)

U, 2)

(1, 2, 4)

(1 to 3)

(1, 2)

Appendix 3 - page 2

Organization

KÜMASI

1. Forest Product Research Institute (CSIR)

2. Educational Press and Manufacturers

3. Abura Printing Press

4. Halko Bookshop

5. Methodist Bookshop

6. Presbyterian Bookshop

7. Ashanti Regional Library

8. School of Printing

9. university of Science & Technology -

College of Art

University Press

University Library

University Bookshop

Department of Economics and Industrial Management

Department of General & African Studies

Technology Consultancy Centre

Department of English

CAPE COAST

1. Mfantsiman Press

2. Methodist Book Depot, Head Office

3. Central Regional Library

4. Cape Coast University -

University Library

University Bookshop

University Press

Department of African Languages

Publications Committee

Modules

(1/ 3)

(1/ 3)

(1, 3)

(1, 4)

(1, 4)

(1, 4)

(1, 2, 4)

(1, 3)

(1/ 3)

(1, 3)

(1, 2, 4)

(1, 4)

(1, 5)

(1, 2, 5)

(3, 5)

(1, 2)

(1, 3)

(1, 4, 5)

(1, 4)

(1, 4)

(1, 4)

(1, 3)

(1, 2)

(1, 5)

APPENDIX 4

Appendix

Category

INTERNAL STAFF REQUIREMENTS

Total Annual Emoluments (Approx.)

Senior Staff

1 Associate Professor

1 Senior Lecturer (Production)

1 Lecturer (Editing)

1 Lecturer (Sales Promotion and Distribution)

1 Lecturer (Publishing Management)

1 Technical Instructor

Part-time Lecturers (With proportionate deduction)

TOTAL

Technical Staff

2 Technicians

1 Librarian

1 Senior Technician

TOTAL

Junior Staff

1 Clerk/Stenographer Grade I

1 Technical Assistant Grade I/II

1 Technical Apprentice

1 Assistant Technician

1 Clerk/Typist

1 Messenger/Cleaner

TOTAL

GRAND TOTAL

1981-1982 1982-1983

20,000 10', 000

1983-1984

t

32,400

30,250

-

-

-

—

32,400

30,250

27,820

-

-

—

32,400

30,250

28,500

27,820

27,820

27,820

5,000

82,650

25,820

19,150

-

44,970

8,670

8,670

-

n -

8,670

6,600

32,610

160,230

100,470

26,220

19,450

15,000

60,670

8,870

8,870

7,400

-

8,870

6,700

40,710

201,850

179,610

26,420

19,900

15,400

61,720

9,070

9,070

7,500

9,700

9,070

6,800

51,210

292,540

APPENDIX 5 Appendix 5

WORKSHOP AND OTHER EQUIPMENT REQUIRED

Items

Composing Equipment

Letraset

Headliners - Letterphot Film Compositor

Components for above/ e.g. Lenses etc.

Estimated Expenditure

1981-1982 1982-1983 1983-1984 $ $ $

1,000

2,000

6,000

Photographic, Plate-making and Printing Materials and Equipment

Plate-making Developer ) Plate-making White Spirit)

Platex Solution) Replex Solution) Blanket Wash )

Negative Printing Plate (Precoated) Positive Printing Plate (Precoated)

Orthoscreen Film, Ortho Films and Slide Films (both black and white and coloured)

Camera - Robertson Miteorite Model MTV

Filters - Red, Blue, Green, Yellow

Screens - Yellow 90°, Magenta 75°, Cyan 105°, Black 45°

Special Effect Screens (10 kinds)

Multi-lith Model 1250

Binding.Equipment

Cutting Machine (Ordinary)

Stitching Machine (Agrafix)

Combo Spiral Binding Machine

Other Equipment

Slide Projector

Films and Slides

Mobile Van

Books and Periodicals (Addendum II)

5,000

6,000

6,000

3,500

6,

1.

10,

,000

200

,000

800

,000

10,000

5,000

-

-

500

5,000

19,500

-

4,000

4,000

—

-

-

-

TOTAL 26,500 35,000 34,000

Appendix 5 - page 2

ADDENDUM I

LIST OF TRAINING EQUIPMENT AVAILABLE WITH THE U.S.T.

A. PRINTING WORKSHOP, COLLEGE OF ART

1 Original Heidelberg Offset Machine Korb 64

1 Original Heidelberg Platen Machine 13" x 18"

1 Printing Down Machine (Heitmann)

1 Proof Press

3 Cabinets with Assorted Types

3 Nipping Presses

1 Card Cutter

Some minor Composing Room Equipment

4 Enlargers

1 Glazing Machine

2 Cameras

Dark Room Equipment

B. UNIVERSITY PRINTING PRESS

2 Original Heidelberg Cylinder Machines 56 x 77 cm

2 Original 'Heidelberg Platen Machines 13" x 18"

1 Original Heidelberg Platen Machine 10" x 15"

1 Arab Press Hand and Motor 12" x 16"

1 Polar-Mohr" Standard 90 (Guillotine)

1 Ruling Machine

1 Proof Press

1 Monotype Machine

1 Monotype Casting Machine

4 Cabinets and Setting Tables and Assorted Types

1 Lead Cutter

Some Minor Assorted Composing Room Equipment

1 Folding Machine

1 Book Sewing Machine

3 Hand Sewing Machines

2 Gold Blocking Machines

1 Board Cutter

1 Card Cutter

1 Punching Machine

1 Wire Stitching Machine

APPENDIX 6

Appendix 6

ESTIMATED LOCAL EXPENDITURE

Years

Items 1981-1982 1982-1983 1983-1984 t £ t

Salaries of Staff

Senior Staff 82,650 100,470 179,610

Technical Staff 44,970 60,670 61,720

Junior Staff 32,610 40,710 51,210

Current Expenses

Academic and Administrative 23,000 25,300 27,830

Fixed Expenses

Departmental Equipment 53,000 -

TOTAL: 236,230 227,150 320,370

(1) As per U.S.T. Scheme.

Appendix 7

APPENDIX 7

PROPOSED INTERNATIONAL FINANCIAL CONTRIBUTION TO THE B.A. DEGREE COURSE

Years

Items 1981-1982 1982-1983 1983-1984 $ $ $

Teaching Staff:

1 Consultant (P-4) for 3 months - 15,000

1 Consultant (P-4) for 3 months

Workshop and Other Equipment (Appendix 5)

TOTAL

26,000

26,000

35,000

50,000

15,000

34,000

49,000

GRAND TOTAL FOR 3 YEARS (1981-1982 to 1983-1984)

$125,000.00

APPENDIX 8

Appendix 8

DETAILED ITINERARY OF THE MISSION OF UNESCO CONSULTANT, MR ABUL HASAN

(15 MARCH to 30 MAY 1981)

PART ONE

FIRST WEEK

15.3 - 20.3

SUNDAY, 15.3

Afternoon

MONDAY, 16.3

Morning

Afternoon

TUESDAY, 17.3

Morning

Afternoon

WEDNESDAY, 18.3

Morning

Afternoon

THURSDAY, 19.3

Morning

Afternoon

FRIDAY, 20.3

Morning

Afternoon

ARRIVAL - ACCRA/KUMASI

Courtesy Calls and Initial Visits

Representatives of UNDP/High Commission of India

and U.S.T., Kumasi at Kotoka International Airport

Minister of Education

Executive Director, Ghana Book Development Council

Secretary, Ghana National Commission for Unesco

Representatives of GBDC/GNCU/NCHE/UST

Deputy Resident Representative, UNDP

University of Ghana, Legon Registry

Ghana Book Development Council

Chief Lithographer, Survey Department

High Commission of India

(Departure for Kumasi)

Arrival at U.S.T., Kumasi

University Campus -

College of Art

Vic e-Chancellor

University Press

University Library

University Bookshop

Forest Products Research Institute (CSIR)

Educational Press and Manufacturers

Abura Printing Press

HALKO Books

Vice-Dean and Staff, College of Art

Ghana National Cultural Centre

Appendix 8 - page 2

SECOND WEEK

23.3 - 27.3

MONDAY, 23.3

Morning

Afternoon

TUESDAY, 24.3

Morning

Afternoon

WEDNESDAY, 25.3

Morning

Afternoon

THURSDAY, 26.3

Morning

Afternoon

FRIDAY, 27.3

Morning

Afternoon

THIRD WEEK

30.3 - 4.4

MONDAY, 30.3

Morning

Afternoon

TUESDAY, 31.3

Morning

Afternoon

WEDNESDAY, 1.4

Morning

Afternoon

UNIVERSITY OF SCIENCE AND TECHNOLOGY CAMPUS, KUMASI

Meetings with Deans/Heads of Departments

University Librarian and Staff

Manager, University Bookshop

Manager, University Press

Manager, Photo-Copying Unit

Dean/Vice-Dean, Faculty of Social Sciences

Head, Department of Economics and Industrial Management

Department of General and African Studies -Law Section School of Printing

Dean, School of Medical Sciences

Director, Forest Products Research Institute (CSIR)

Methodist Bookshop

Presbyterian Bookshop

Director, Technology Consultancy Centre

Dean, Board of Post-Graduate Studies

Ashanti Regional Library

Ashanti Regional Archives

Department of Planning,. Faculty of Architecture

Chief University Architect, Development Office

Cita Printing Press

GREATER ACCRA REGION

Exchange of Views with Groups and Individuals

Departure from Kumasi

Arrival in Accra

United Nations Development Programme (UNDP)

Ghana National Commission for Unesco

University of Ghana, Legon

University Bookshop

Balme Library

Language Centre

Department of Library and Archival Studies

School of Journalism and Communication Studies

Appendix 8 - page 3

THURSDAY, 2.4

Morning

FRIDAY, 3.4

Morning

Afternoon

SATURDAY, 4.4

Afternoon

FOURTH WEEK

6.4 - 13.4

MONDAY, 6.4

Morning

Afternoon

TUESDAY, 7.4

Morning

Afternoon

WEDNESDAY, 8.4

Morning

Afternoon

THURSDAY, 9.4

Morning

Afternoon

FRIDAY, 10.4

Morning

Afternoon

MONDAY, 13.4

Morning

Chairman and Council Members, GBDC

Associations and Representatives of the Book Industry

Designers and Illustrators

Director, Ghana Universities Press

Congregation - University of Ghana, Legon

GREATER ACCRA REGION

Bookshops, Libraries, Printing/Publishing Houses

Afram Publications Ltd.

Institute of African Studies (Mrs Efus Sutherland)

Bookshops - Catholic/Presbyterian/Methodist

Central Library, Accra (Director and Staff)

Ghana Publishing Corporation, Tema

General Publishing and Printing Divisions

Distribution and Sales Divisions

Government Press, Victoriaborg

Catholic Press

Presbyterian Press

Graphic Corporation

Ghana Institute of Languages

Ghana Institute of Journalism

Department of Social Welfare and Community Development

Council for Scientific and Industrial Research (CSIR)

Managing Director, Ghana Publishing Corporation (Head Office)

Simpsons Bookshop

Survey Department (Offset Litho Division)

School for the Blind, Akropong-Akwapim

Bureau of Ghana Languages

Dr. E. Evans-Anfom, Former Vice-chancellor of U.S.T., Member, Council for State

Pro Vice-chancellor, Cape Coast University

Appendix 8 - page 4

FIFTH WEEK

14.4 - 20.4

TUESDAY, 14.4

Morning

Afternoon

WEDNESDAY, 15.4

Morning

Afternoon

THURSDAY, 16.4

Morning

Evening

17.4 - 20.4

CENTRAL REGION AND CAPE COAST UNIVERSITY,_-.

Individual and Group Discussions

Departure from Accra/Arrival at Cape Coast

Deputy Registrar (Academic) and Deputy Finance Officer, University of Cape Coast

Managing Director, Mfantsiman Press Library, UCC

Methodist Book Depot (Head Office)

Central Regional Library

Bookshop, UCC

Printing Press, UCC

Chairman, Publications Committee, UCC

Departure from Cape Coast

Arrival at UST, Kumasi

EASTER BREAK

PART TWO

SIXTH TO NINTH WEEK KUMASI

21.4 - 15.5 Recapitulation and second round of discussions with the concerned individuals and institutions, and writing the first draft of the report.

PART THREE

TENTH AND ELEVENTH WEEK

18.5 - 30.5 Unesco HEADQUARTERS, PARIS

Discussions with the book section staff on the implementation of the project and finalization of the mission report