ࡱ> Root Entry F= Data c1TablealWordDocument+`  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_bkdefghijlmnHeading 4$@&5CJOJQJ<@< Heading 5$@&6CJOJQJ@`@ Heading 6$d@&6B*OJQJ<A@<Default Paragraph Font*>@*Title$5CJ$6B@6 Body TextOJPJQJmH 0+0 Endnote TextCJ6*@!6Endnote ReferenceH*,@2,Header  !, BRoot Entry F_ Data c1TableWordDocumenteo  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_defghijpqrstuvwxyz{|}~    '& !"#$%:0(),-./312645789@;<=>?uABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^vw*SummaryInformation(DocumentSummaryInformation8CompObjX0Tablel and raise their profiles. This can make educational publishing less risky than many sectors (there is a quantifiable readership), and booksellers discounts are generally avoided. 2.2 Size School publishers represent 9% of the total home market sales value.2 The Book Trust School Books Spending Survey 2001 showed that over 200 million was spent on school books that year (120m in primary schools and 90m for secondary). Under-funding in schools from 1986 onwards has led to a severe drop in sales. When the school role declined in the 1980s, the number of educational publishers decreased from thirty to fifteen. According to Clark, in the early 1990s the top three publishers represented 50% of the sales to schools, with the top seven representing 75% of sales.6 The top six educational publishers currently comprise 90% of the market, and, in ELT, the top four publishers comprise 95%. School and ELT exports account for 37% of sales.  Book Spending A number of organisations campaign for better buying policies and increased public spending on books in schools. The Educational Publishers Council (EPC) represents publishers of school text books. Detailed figures for book provision have not been kept since 1991, so the EPCs 1993 and 1995 surveys and the recent Book Trust Survey have been used. Recent research outlined in the November 2002 edition of The Bookseller confirms that spending is down.2 University research projects have also looked at the accessibility of books in schools, and warned against little change in basic provision.  Significantly the Copyright Licensing Agency sets the copy licences for schools, currently representing a market of 5.8million to publishers and authors. A recent increase of 5% (2002/3) has been implemented, but this now includes the copying of all artistic works, previously separately negotiated. 2.4 Growth Trends A recent lack of growth in the Educational market (1990 sales remained at 1986 levels6) has made it difficult for new publishers to enter the market. Traditionally most sales came from established backlists, requiring long term and large investments which made it difficult for smaller publishers. With this governments introduction of Local Management of Schools, books were now ordered directly from publishers, rather than via Local Education Authorities. This increased publishers direct supply by threefold, and allowed a freer movement of funds, with schools having greater choice in how to spend money. One major area of movement is online resources, and to a large extent this has been government-led. Curriculum and revision books can be adapted to CD-ROM or online, and publishers may extend services by offering online tuition. The governments learning scheme Curriculum Online has developed materials in all subjects for 5 16 year olds. 150million will be invested over five years, with resources (50% from commercial providers) free through the BBCs website and promoted across the corporation. However it is feared this will compete with the EPC campaign to earmark digital learning resources funds for schools and open up the market for publishers. Other developments include the launch of the Internet Book Company which provides a site for Educational e-books, and the setting up of a network of print-on-demand centres around the world. The school curriculum has continually evolved, with major changes in 1988 and the late 1990s. Although this has made many backlist books obsolete, new materials and programmes of study are quickly produced. New syllabi and more contemporary texts encourage further growth in the study guide market. Government initiatives such as the post-16 Curriculum 2000, and new secondary level Citizenship studies, provide additional opportunities. 2.5 Major customers Each of the thirty thousand schools operates separately (with many employees in each responsible for book-buying) and without centralised policies, creating a very fractured market. Historically there has been little government intervention, many examination boards, and a diversity of books and publishers flourished. With the merging of the exam boards to three ending in 2000, and curriculum changes, the market has streamlined. Secondary schools now pay more money to the examination boards than they do on text books. It has become increasingly important for publishers to work closely with the boards, but this symbiotic relationship needs to be monitored, as winning an examination board contract helps to sell a lot of additional texts to those schools taking the exam. Government spending directly affects the work of Educational publishers, and by 2000 the publishers were benefiting from increased investment.6 Major customers in the ELT market are more diverse, with materials being sold to private language schools, primary, secondary state schools and universities worldwide. 3. Key Companies Following the 1980s compression of the market, publishing in the UK is now the province of a small number of companies, between them controlling 90% of the educational sector and 95% of ELT.7 The biggest are Reed Elsevier, Wolter Kluwers, Pearson, Macmillan, Cambridge and Oxford University Presses, WH Smith and News International. Appendix A gives specific information on these companies: the following is a brief summary. Pearsons 1996 acquisition of HarperCollins Educational Publishing for 369million made it one of the worlds top three US/UK educational publishers, with an emphasis on ELT. Reed Educational and Professional Publishing (including ELT) is the second largest of Reed Elseviers divisions, after business publishing. Controlling Harcourt, Reed is the largest player in adult education. Wolter Kluwer is another large company whose 2001 acquisition of Thomas Nelson and Sons from Thomson Learning gave it extra muscle within the UK market.13 Macmillan Education has a large share of the ELT market, and the Oxford and Cambridge Presses sell widely into both the UK schoolbook and overseas ELT/export/foreign curriculum markets. Recent growth in both has depended on the ELT boom, and the introduction of the National Curriculum with OUP publishing 1231 titles in 1996-7. WH Smith and News International are multi-interest businesses, and it has been difficult to identify the precise extent of their publishing activities. News Internationals newspapers jointly launched the Free Books for Schools campaign with subsidiary HarperCollins, while WH Smiths acquisition of Hodder Headline puts it number two to Reeds Heinemann in the UK educational market. 4. Import and export trade ONS figures for 2000 and 2001 show that sales are up from 3.23 billion to 3.35 billion (+3.8%), an increase driven by a 20m rise in academic books to 318m. In 2000, the total sales export was 297,231,000 (with the volume of 74,567,569). Export Sales The export of school and ELT books from the United Kingdom increased steadily from 117m to 266m between 1990 and 1999 (prices adjusted to 2000, see Appendix D). Since then there has been a distinct downturn. Although the total export sales of books from the United Kingdom, including the value of books printed in the UK for foreign publishers, increased from 1,089million in 1995 to 1,205m in 2001, after accounting for inflation, the real figures show a decline from 1,265.8m in 1995 to 1,205.4m in 2001.  The fairly dramatic rise in the sterling exchange rate since 1995 is likely to have encouraged the transfer of some of this commission printing to lower cost countries, and this may account for much of the real-value decline in exports. The increasing adoption of English as a common second language within the European Union seems to be benefiting UK rather than US exporters. Comparison of UK and US exports to the EU shows that UK exports were nearly six times those of the USA (86 million in 2001). Total book exports from the UK have been steady and even increasing in most geographical segments. Significant exceptions to this are the rest of Western Europe, Canada, Australia and New Zealand, publishers in these countries being able to satisfy their own markets. Certainly preference for locally-originated material is increasing, and regional production has been replacing shipment from the UK and USA, perhaps due to exchange rate changes. The lower level of sterling against the US dollar in 2000 and 2001 may have enabled UK book exporters to survive the prolonged overvaluation against most other countries. 4.2 Marketing strategies online book selling abroad UK academic publishers play an important role in the development of the educational publishing scene in many countries, particularly with the exports of ELT books. Publishers such as Cambridge University Press and Oxford University Press set up marketing activities from offices around the world, with campaigns targeted to local markets but co-ordinated to ensure consistency of approach. Marketing via the Internet has become increasingly popular, as has making catalogues available online. Underpinning the high-profile activities of the marketing staff is a commitment to producing excellent bibliographical data, so that booksellers and individuals all around the world can obtain accurate information. UK publishers mail promotional material direct to, for example, wholesalers, booksellers, libraries, British Council offices, academics and professionals. They send books for reviews to entice people, and operate an inspection copy service from the UK. UK publishers, too, negotiate their own terms directly with bookshops, agents, wholesalers, preferred distributors and other distributors. 4.3 Relationship with trading partners UK publishers maintain good relationships with most countries, and those with strong English Language educational policies have become their main customers. For example in the Caribbean, several British schoolbook publishers are dedicated to supplying Caribbean educational titles in English, thus establishing stable credit and distribution systems. However, this traditional British advantage has been threatened by the introduction of cheaper alternatives from some American publishers. In most countries, the export sales from the UK and US compete fiercely against each other. Yet it is interesting that in Scandinavia, almost all major US publishers, and US imprints of UK publishers, consolidate stock in the UK with their UK subsidiary or UK partner companies, so the export sales of most US-published titles are recorded as ex-UK exports. Available records do not allow for a breakdown of different categories of US and UK titles supplied in this way. 5. The UK Educational Sector Supply Chain Publishers contract with authors to produce books, which are then distributed to both wholesalers and online retailers. There is a great deal of direct marketing to customers, especially parents, teachers, libraries and schools, both online and via traditional channels. Wholesalers distribute books to bookshops or supermarkets. AUTHOR   PUBLISHER ONLINE WHOLESALER  BOOKSHOP STORE   CUSTOMER LIBRARY  SCHOOL PARENTS TEACHERS STUDENTS 6. Marketing and promotional activities Educational publishers tend to rely upon the main education trade fairs and shows, rather than book fairs themselves. Routes to sales include libraries, direct marketing to schools, and via examination boards, for which classic marketing activities are less successful than word of mouth and direct advertising. BESA The British Educational Suppliers Association promotes the four main annual events: BETT (British Educational Technology and Training show), SETT (Scottish Educational Technology and Training show), Education Northern Ireland and The Education Show. BESA also publishes the Education Marketplace magazine, which in conjunction with these fairs gives teachers the chance to try out new materials first hand and is an excellent advertising resource. The Times Educational Supplement is a similar public forum for news, reviews and advertising, published weekly and subscribed to by most educational establishments. EPC The Educational Publishers Council (EPC), part of the Publishers Association, is a more politically active body bringing together publishers, teachers, examination boards and government/agency representatives. The EPC promotes spending on school books, which it is concerned is rapidly falling short of optimal levels.,,9 International marketing activities Outside the UK the World Education Market (Lisbon in 2002) sees an annual 2000 participants from 70+ countries, while the Bologna International Childrens Book Fair is a popular destination for those publishing both educational and ELT material. Outside this the major book fairs usually include educational stands from the major publishers, and can act as launch-pads for new products which might acquire more general public interest (eg study aids). 7. SWOT Analysis The following analysis identifies key considerations for UK educational publishing. In many ways these reflect issues pertaining to the UK publishing industry as a whole: strong branding, a relative lack of market research, major online opportunities, and a politically sensitive environment. 7.1 Strengths The English language is an important asset. It is the language of the web, and aids exports. There is a recognised importance in the purpose of educational books (to raise the quality of teaching and learning). Research continues to promote the value of books, therefore the market is less affected by fashions and tastes. A relatively stable market, with a constant demand and strong backlists (despite changes owing to the National Curriculum). A clearly defined target market. UK Educational publishing has a good reputation with strong brands. Government initiatives Education, Education, Education. Books combine well with mixed media products (especially ELT). Strong copyright revenues (5.8million from April 2002 to March 2004).10 International qualifications, and aid funding, help exports overseas. 7.2 Weaknesses Spending on school books is down (with regional variations), and is well below the levels of other developed countries.2 A fractured market with no centralised decisions to buy books. Little centralised selling promotions rely on mailing and reps. Communication with end users a lack of comprehensive statistics to assess performance. A confusing copyright licensing structure. Lack of growth (eg 1990 sales at 1986 levels). A relatively small market 9% of home market sales value. Books must be sold at low prices. Market structure encourages a few large publishers.8 7.3 Opportunities Large investment by government into education. Technical investment in schools (National Grid for Learning). A rapidly growing ELT market. 50% of online resources via  HYPERLINK http://www.bbc.co.uk www.bbc.co.uk will be from commercial providers.4 Educational Publishers developing own content for Curriculum Online (50m of e-learning credits available).4 Curriculum/revision can be adapted to CD/online. Potentially extended to offer online tuition. Complementary partnerships with soft/hardware companies. EPC campaign to earmark digital learning resources funds for schools, in order to open up market for publishers. Organisations campaigning to promote value of books and buying them create a political pressure to invest. Print On Demand possibilities. Using data about customers and relationships with them to buttress advertising revenue, and create new/customised products and services. Community work to encourage book buying and raise company profiles. Marketing to parents, who are encouraged by the government to get more involved in education. Winning exam board contracts creates a tied-in school market New materials and programmes of study produced quickly once National Curriculum established. An evolving curriculum. Niche markets for study aids and guides, and home learning. From 2005 all exam texts must be clean (without working annotation notes), => greater demand. Website available for ordering e-books. Some A Level/GNVQ texts selling into HE at first year sub degree level (more difficult vice versa). 7.4 Threats Size of school role a decreasing and ageing population. Limited funds, as opposed to ELT where there is potential for huge developments Underfunding in schools (1986-90) set a continuing trend for minimal book buying. Politically sensitive market. Governments online learning with resources free on the BBC website has caused concern in publishers who feel theyll struggle to compete.4 Before 1988 Reform Act little government intervention and many exam boards, therefore a diversity of books and publishers. With National Curriculum many backlist books became obsolete. Merger of exam boards to 3 (AQA, OCR, Edexcel). Questionable degree of symbiosis between publishers and exam boards, Claims that exam boards should be developing their own materials (National Association for the Teaching of English). Major investments from large publishers to online education, a possibly risky new venture considering slow e-book take-off. 8. Sources We found the Bookseller archive and infobank to be particularly helpful in this area, together with websites and publicity material from each of the major companies involved. We have incorporated some of our own specialist knowledge, and obtained most of the more important statistics from the Publishers Association. Due to the need for up-to-date material, books were not the most helpful sources, but our MA lectures gave some useful pointers. 9. Conclusion In summary, we have identified key issues in the areas of curriculum publishing, online material, schoolbook spending and ELT exports. There is a considerable danger of emerging exam board approved textbooks narrowing the market. In the long term this will be damaging to publishers, examination boards, authors and candidates. To avoid this it is necessary for someone to monitor closely the relationships between examination boards and publishers in order to sustain a freely competitive market. The possibilities of online resources are evident. However, after the disappointing market response to CD-ROMs, publishers are likely to move forward with caution. The large amounts of money currently being invested by the British government ensures publishers involvement for the time being. Although book spending in UK schools far outweighs that of online resources, it is still well below other developed countries. There is ongoing work here for the Educational Publishers Council and other bodies. Even though there is considerable growth in the ELT market outside the UK, with new opportunities opening up from increasing globalisation, UK publishers are competing with industry from other English-speaking countries, particularly the USA. These political and economic pressures make it unlikely, in our opinion, that the number of UK educational publishers will increase in the near future. 10. References A Market Analysis of UK Educational Publishing  PAGE 10 PAGE \# "'Page: '#' '"  PAGE \# "'Page: '#' '"   Education and Training Statistics for the UK, Publishers Association (2001), tables 2.6 and 2.7, from  HYPERLINK http://www.statisticsforbusiness.co.uk/epcdata/table1.htm http://www.statisticsforbusiness.co.uk/epcdata/table1.htm, retrieved 2/12/02.  Holman, T. Schools book spending flat, The Bookseller, 14/6/02, p.4.   HYPERLINK http://www.oup.com/about/ http://www.oup.com/about/, retrieved 5/12/02.  Holman T., Publishers to collide with BBC, The Bookseller, 31/5/02, p.6.  The Book Trust Schoolbook Spending Survey, 2001.  Clark, G. Inside Book Publishing, 3rd edition, Routledge (2002).  Richardson, P., Key Issues and Challenges for the 21st Century, MA/PgDip Publishing Lecture, Oxford Brookes University, 26/11/02.  Overseas Trade Statistics - NEED FULL REFERENCE, Erma.  Study on the use and availability of textbooks or course books in schools 1997-2001, Keele University Centre for Successful Schools, 2002.  Holman, T. CLA sets licences for schools, The Bookseller, Back to School Supplement, 14/6/02, p.5.  Seiser, D., Pearson Education boss Donald Seiser explains the challenges involved in setting up a network of print-on-demand centres around the world, Digital Demand, The Journal of Printing and Publishing Technology, Issue VI (July 2001), pp. 20-27.   HYPERLINK http://www.pearson.com/about/ped/business.htm http://www.pearson.com/about/ped/business.htm, retrieved 5/11/02.  The Bookseller Infobank,  HYPERLINK http://www.thebookseller.com/info/wow.cfm http://www.thebookseller.com/info/wow.cfm, retrieved 21/11/02.   HYPERLINK http://www.oup.com/about/ http://www.oup.com/about/, retrieved 5/11/02.  First schools get books from HC, The Bookseller news item, 5th February 1999.  PA Statistics Collection Scheme (2000), see Appendix D.  Overseas Trade Statistics Survey 2001.  Export Sales Statistics for the Publishers Association International Conference 2001. A note for the International Conference by Dr Francis Fishwick  http://www.besanet.org.uk/ Retrieved on 29/11/02.   HYPERLINK http://www.besanet.org.uk/ukcompanies/ukshows.htm http://www.besanet.org.uk/ukcompanies/ukshows.htm, retrieved 2/12/02.  EPC Reception review, The Bookseller, 21s November 2002.  The Book Trust Schoolbook Spending Survey, 2001,  Holman, T. Schools told to revise spending, The Bookseller, 29/3/02, p.6.  Baverstock, A. How To Market Books, 2nd edition, Kogan Page (1998).  Clark, G. Inside Book Publishing, 3rd edition, Routledge (2002).  Pelletier, C., New concepts, opportunities and challenges in educational publishing, Interactive Media International, November 2000. Viewed as webpage  HYPERLINK http://www.epsltd.com/IMI/Samples/Futureeducation.htm http://www.epsltd.com/IMI/Samples/Futureeducation.htm, retrieved 7/12/02.  Holman, T., WHS puts livewire into schools, The Bookseller, 22/02/02, p.7.   HYPERLINK http://www.e-booksforschools.co.uk http://www.e-booksforschools.co.uk retrieved 5th December 2002.  Gasson, G., Examining the Examiners, The Bookseller, 30/7/99, pp. 30-31.  Jenkins, E.W., Authorising School Textbooks, The Bookseller, 22/10/99, p.27.  Macaskill, H., A Focus on Study Guides, The Bookseller, Back to School Supplement, 14/6/02, pp. 13-15.  Rickett, J., Publishers Prepare to Pounce, The Bookseller, 2/2/01, p.11.  Davies, J. EPC: Hail and Farewell, The Bookseller, 7/9/01, pp. 27-29.  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Introduction 22. Market information 3. Key Companies 7 2.2 SizeBook Spending2.4 Growth TrendssKey Companie7 HH3IQII0J1JMJJJWKKK1LkLLMKMMM]NNNNOO~P8QQ&RRRRRRdTeTfTgTuTTTlVmVWWlXmX`YaYYYYY Z ZZZZKZMZZ[[(\v\\\u]^^_``avaab/bbbcccHdde fff"ggg(h+hX ducation.htmx Z2http://www.besanet.org.uk/ukcompanies/ukshows.htmx@\ http://www.oup.com/about/xLC *http://www.thebookseller.com/info/wow.cfmxV.http://www.pearson.com/about/ped/business.htmx@\http://www.oup.com/about/xPZ:http://www.statisticsforbusiness.co.uk/epcdata/table1.htmx Oh+'0 (4 P \ h t'/A Market Analysis of UK Educational Publishing0 MaRachel QuarrellachNormalQRachel Quarrell225Microsoft Word 8.0f@h>@ʤ@`:|@(5 I1 c jjbjbSS 11 Z>7 ]   HL \ 0 \5\5\585\5lrh66777-@n@$@^^^^^^^,\iPk^} @+>-@@A ^5C77y665C5C5CA 7 7^p P $ @^5C5CH6] ^ \6DW\5A^Contents Contents page 1 Introduction 2 Market information 3 Etc RQ to finish last before printing and after respacing text. NB title page NB Appendices title page A Market Analysis of UK Educational Publishing Alaster Douglas, Rachel Quarrell and Erma Mustapha 1. Introduction Education is a vital part of any society, and as such should offer publishers great opportunities. With 10.1 million children attending over 35,000 schools in the UK (2001 figures), school textbook publishing is a vast potential market, without even including the areas of English Language Teaching (ELT) and adult education (normally classed with business/professional publishing). Even better, these readers are the book-buyers of the future: catching their literary instincts early is advantageous. However, the market is a closed one: it is very susceptible to political and socio-economic forces, and profit margins are squeezed by the need for cheap books for schools. For some publishers, success has come from focusing on the new UK National Curriculum, while others have found niche markets in EFL or the overseas markets, based on the natural advantage of English as a global language. In this report we survey the UK educational publishing sector, identifying the major opportunities and issues facing those working in it at the start of the 21st century. 2. Market Information 2.1 Structure The UK Educational publishing home market, which is around 7.5% of the whole UK book market (Appendi XKKKKKKK(K(K (Kvvvvvvvvvvv(K'#'#'#'#'#'#x B) consists largely of materials for schools. This includes textbooks, class materials for both pupils and teachers, audio tapes, videos, computer software, websites and other teacher aids. The books are market specific, and usually aimed at particular areas. For example they may be national curriculum based, and targeted towards certain age groups and academic levels. Their purpose is to raise the quality of teaching and to enhance learning. Study aids, guides, new launch dictionaries and home learning series, are examples of regularly-updated products which also contribute to this sector. The continuing development of online learning has encouraged software and hardware companies into complementary partnerships. Many leading book publishers are now investing large amounts into online learning, and interactive learning experiences. The majority of exports in the Educational market are in English Language Teaching (ELT), including mixed media ELT courses. International qualifications and aid funding also help export UK-orientated text books to schools overseas, especially in developing countries. However, some British publishers such as OUP and CUP have also successfully developed new markets in customised textbooks, geared towards the curricula of other countries and produced locally. Promotional activities to encourage book buying in UK schools concentrate on direct mailing, and visits by sales representatives. Book retailers often work within local communities to encourage consumer spending#(#(#( #(#(#(#(#(#(#(////14141414 1414147777777777777777777777777777c:c:c:c: c:;;; c:;>;>;>;> c:                                JLTnprtd~6B*OJQJ56B*CJOJQJ B*OJQJ0JmH5B*CJOJQJ 4. Export Trade 9 5. UK Educational Sector Supply Chain 12 6. Marketing and promotional activities 13 7. SWOT analysis of the sector 15 s4. EExport Sales 1 Jpt,^`bd|~f6 & Fdd $ & F d  8. Sources 18 9. Conclusion 19 (Opportunities continued..) 1 Main report 9. Conclusion 1910. References 21 Appendices22 22               H>>>>>A1'< J \^bdgDHKQUZ\]_ah]5'*6;D>FBLT\0eJEGJLNORTWY[`j, +;DJ0ScjFIMPSVX^UnknownRachel QuarrellmIII*hX18;A!49!!iMt W} ! XXXXXXXX8@0(  NB  S D NB  S D NB  S D NB  S D NB  S D  NB  S D NB  S D NB   S D  NB   S D NB  @ S D  HB   C D NB   S D  NB  S D NB  S D HB @ C D HB  C D HB  C D  B S  ?99999999:: : : :J:K:L:M:*ht H t HxHt88tt  tm@ t(m(=tP UP %tU%t xt t 0 t =Yt = t@ =Xt= t _Hlt27156539 _Hlt27193532 _Hlt27193614 _Hlt27193990\```+h\`aa+h YV@ZEZ"#&&''GGRR ZZMZZ``dd$e+e+h -.HIhijs 8!8H8H8=<=<>>@@*C*ClFlFHH0JMJNNNNRRuTuT ZZZ?ZJZLZMZgZhZZZ[\`aGa`a(h+hRachel Quarrell6Mehitabel:Desktop Folder:EdPub-bckgrd.txt:Overall2.docRachel Quarrell6Mehitabel:Desktop Folder:EdPub-bckgrd.txt:Overall2.docRachel Quarrell6Mehitabel:Desktop Folder:EdPub-bckgrd.txt:Overall2.docRachel Quarrell6Mehitabel:Desktop Folder:EdPub-bckgrd.txt:Overall2.docRachel Quarrell6Mehitabel:Desktop Folder:EdPub-bckgrd.txt:Overall2.docRachel Quarrell6Mehitabel:Desktop Folder:EdPub-bckgrd.txt:Overall2.docRachel Quarrell6Mehitabel:Desktop Folder:EdPub-bckgrd.txt:Overall2.docRachel Quarrell6Mehitabel:Desktop Folder:EdPub-bckgrd.txt:Overall2.docRachel Quarrell8Mehitabel:Desktop Folder:EdPub-bckgrd.txt:P1finished.docRachel Quarrell8Mehitabel:Desktop Folder:EdPub-bckgrd.txt:P1finished.doc  Vvz 0o(0o(.0o(..0o(... 88o( .... 88o( ..... `o( ...... `o(....... o(........0o(0o(.0o(..0o(... 88o( .... 88o( ..... `o( ...... `o(....... o(........hho(hho(.0o(..0o(... 88o( .... 88o( ..... `o( ...... `o(....... o(........hh6o(hh6o(.06o(..06o(... 886o( .... 886o( ..... `6o( ...... `6o(....... 6o(........hho(hho(.0o(..0o(... 88o( .... 88o( ..... `o( ...... `o(....... o(........hh6o(hh6o(.06o(..06o(... 886o( .... 886o( ..... `6o( ...... `6o(....... 6o(........hho(hho(.0o(..0o(... 88o( .... 88o( ..... `o( ...... `o(....... o(........0o(0o(.0o(..0o(... 88o( .... 88o( ..... `o( ...... `o(....... o(........Do(.B*OJQJo(.hho(- Vv   @;8;8Ĺ;8;8WtM6B* dB*F6GB*CJPJmH FdB*G6B*CJmH & Fd hB*dB*G6B*CJmH & F d6B*? & F d ?~ä~ B*G56B*CJPJmH 5CJ?F & F d ? C$G56B*CJPJmH 5CJF0J  dB*xB*xC$EƀB*b'H #-./03HIJKNhijkw}CDt!"#$/0^jkIvk!w!x!#('(3(()5)6)/X4 8!8G8H8I89:=<>@*ClFHHHHH0J1JLJMJNNRS(SCTbTuTY Z ZZZ?ZGZIZJZKZLZMZZZ[x]^^d(h)h*h0@101@1.@11B@0D@111100t@121811@0111&1D1\0l1n1t110111&14181:0~1110<1>1D000010^1H0p0|1~0`1111`1b0d1f1|1~01104161L1N01104 @06 @10 @0 @0 @0X @0@08@10!@0!@10'@ 0'@10.@0.@1=@ 10>@0>@11J0F@1L07>77i@n@$@^______,gi[k-_P Ag>i@-AAA -_qCZ77y66qCqCqCMA 7 7^ 8" A^qCqC I6] ^ 6DV5A^Contents Contents page 1 Introduction 2 Market information 3 Etc RQ to finish last before printing and after respacing text. NB title page NB Appendices title page A Market Analysis of UK Educational Publishing Alaster Douglas, Rachel Quarrell and Erma Mustapha 1. Introduction Education is a vital part of any society, and as such should offer publishers great opportunities. With 10.1 million children attending over 35,000 schools in the UK (2001 figures), school textbook publishing is a vast potential market, without even including the areas of English Language Teaching (ELT) and adult education (normally classed with business/professional publishing). Even better, these readers are the book-buyers of the future: catching their literary instincts early is advantageous. However, the market is a closed one: it is very susceptible to political and socio-economic forces, and profit margins are squeezed by the need for cheap books for schools. For some publishers, success has come from focusing on the new UK National Curriculum, while others have found niche markets in EFL or the overseas markets, based on the natural advantage of English as a global language. In this report we survey the UK educational publishing sector, identifying the major opportunities and issues facing those working in it at the start of the 21st century. 2. Market Information 2.1 Structure The UK Educational publishing home market, which is around 7.5% of the whole UK book market (Appendix B) consists largely of materials for schools. This includes textbooks, class materials for both pupils and teachers, audio tapes, videos, computer software, websites and other teacher aids. The books are market specific, and usually aimed at particular areas. For example they may be national curriculum based, and targeted towards certain age groups and academic levels. Their purpose is to raise the quality of teaching and to enhance learning. Study aids, guides, new launch dictionaries and home learning series, are examples of regularly-updated products which also contribute to this sector. The continuing development of online learning has encouraged software and hardware companies into complementary partnerships. Many leading book publishers are now investing large amounts into online learning, and interactive learning experiences. The majority of exports in the Educational market are in English Language Teaching (ELT), including mixed media ELT courses. International qualifications and aid funding also help export UK-orientated text books to schools overseas, especially in developing countries. However, some British publishers such as OUP and CUP have also successfully developed new markets in customised textbooks, geared towards the curricula of other countries and produced locally. Promotional activities to encourage book buying in UK schools concentrate on direct mailing, and visits by sales representatives. Book retailers often work within local communities to encourage consumer spending JLTnprtd~6B*OJQJ56B*CJOJQJ B*OJQJ0JmH5B*CJOJQJ 4. Export Trade 9 5. UK Educational Sector Supply Chain 12 6. Marketing and promotional activities 13 7. SWOT analysis of the sector 15 s4. EExport Sales 1 Jpt,^`bd|~f6 & Fdd $ & F d  8. Sources 18 9. Conclusion 19 (Opportunities continued..) 1 Main report 9. Conclusion 1910. References 21 Appendices22 22 Appendix A: Major UK Educational Publishers i Appendix B: UK Publishing Sector General Information ix Appendix C: School Numbers in the UK x Appendix D: Book Exports 1998/9 xi Appendix E: Export Sales 1990-1999 xii1 1 Appendix A: Major UK Educational Publishers i Appendix B: UK Publishing Sector General Information ix Appendix C: School Numbers in the UK x Appendix D: Book Exports 1998/9 xi Appendix E: Export Sales 1990-1999 xii1 1 Structure, size, book spending, growth areas, major customers Export sales, marketing strategies, trading partners 13