Given the results of experience and research, it is no longer possible to treat school textbooks as something incidental or accessory to the educational process. In the last few years, funding agencies have gradually but systematically initiated reflection on textbooks. It is now accepted that pupil access to school textbooks is one criterion for assessing the quality of education and that the provision of school textbooks is an effective strategy for improving results. These and other considerations demonstrate that the matter of school textbooks absolutely must be taken into consideration at the highest level of educational planning. Part 1 of this document has three sections. Section 1, "Paths and Directions," includes information on planning at the highest level, a macroeconomic approach, and separation of the publishing function from curriculum development. Section 2, "Thresholds and Limits," includes information on financing, quality and effectiveness, and authors and copyright. Section 3, "Choices and Priorities," includes a discussion on national planning departments, cooperation agencies, and the need for a data bank with easy access. Part 2 contains five selected papers presented at the seminar: "Macro-Planning of School Textbooks and Teaching Materials" (Aime Damiba); "Key Issues in the Management of Textbook Development" (Anthony Read); "Curricula and School Textbooks: Toward Indispensable Synergy" (Christian Depover); "Copyright and the National Production of Educational Materials" (Abderrahmane Amri); "What Is an Appropriate School Textbook Policy in Developing Countries? Some Economic and at Times Impertinent Thoughts" (Francois Orivel). Part 3 gives the recommendations adopted by the international conference on public education concerning the drafting, utilization, and choice of school textbooks 1938-59. (23 references) (RR)