From strength within: Local capacity strengthening for systemic book supply chain improvement in Honduras

• In Event: Streamlining success through system-wide efforts: Empowering every child with quality books by improving the book supply chain

Proposal

Background
The lack of textbooks has persistently affected Honduras, along with other LMICs, due to various issues like inadequate planning, distribution delays, and classroom inefficiencies. The government historically treated it as a procurement problem rather than addressing system-level inefficiencies. In 2020, the government initiated a system-level reform of the primary-level BSC, and published the Supply Chain Manual for Pedagogical Tools and Learning Resources. The manual outlines a comprehensive approach prioritizing local capacity strengthening through training teachers and government staff. This equips them with essential skills for book supply and demand, design, printing, distribution, and classroom use.

Purpose
In this case study, we take on the recent policy effort around BSC staff capacity strengthening and explore how the effort was experienced among relevant stakeholders. BSC staff development was mainly supported by four interventions, which made joint and unique contributions. Specific questions addressed are as follows: (RQ1) What are the characteristics and perceived impacts of the BSC staff development interventions on improving BSC management? (RQ2) How and under what conditions was the strategy developed and implemented? And (RQ3) What challenges were observed and addressed during the process? What additional support is required for the success of the strategy?

Methods
We used a qualitative multiple-case study design alongside policy/intervention document review and analysis. We interviewed 33 individuals working in different aspects of the BSC, including title development, book developer support and management, book distribution, and book use. These participants were selected via purposive sampling strategies to ensure that our study would capture different stakeholder perspectives from various interventions and aspects of the BSC.

Results
The study explored four interventions: (a) Avanzando con Libros, a USAID-funded project that developed a Manual for the Supply of Pedagogical Tools and Learning Resources, (b) From Readers to Learners (DLAL), another USAID-funded project that supported the Ministry of Education in printing and distributing Spanish textbooks, teaching guides, and learning materials, (c) Project for the Improvement of Technical Education in Mathematics (PROMETAM), supported by the Japan International Cooperation Agency, JICA, which provided equipment and training to enhance the quality and utilization of mathematics teaching materials, and (d) Instituto Hondureño de Educación (IHER), a non-profit organization that developed a distance learning methodology and associated learning materials. Data analysis is ongoing, and we expect more concrete and finalized results to be ready by CIES 2024.

Conclusion
This study highlights the importance of strategic and coordinated policy and programming efforts in enhancing the capacity strengthening of BSC staff. Such efforts can significantly contribute to the overall effectiveness and management of the BSC. Countries seeking a solution prioritizing local capacity strengthening as a foundation for incorporating various BSC improvement strategies may find value in the study's findings and the different training strategies used in Honduras.

Authors

• MARIO ALAS, UPNFM

• Hernandez Rodriguez, Universidad Pedagogica Nacional Francisco Morazán

• Marian Calix Figueroa, Universidad Tecnologica Centroamericana

• José Francisco Robles, Secretaría de Educación

• Jeongmin Lee, University of Notre Dame