BackHome
Refresh: OffView Personal Schedule
Session Submission Summary
Share...

Direct link:

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

Mon, March 11, 2:45 to 4:15pm, Hyatt Regency Miami, Floor: Third Level, Zamora

Group Submission Type: Formal Panel Session

Proposal

Background
Since the 1960s, studies have consistently shown a strong link between teaching and learning materials and student achievement, especially in low- and middle-income countries (LMICs). Among all, textbooks have the most cost-effective impact on learning (Benavot, 2011; Heyneman et al., 1981; Verspoor & Wu, 1990; Pritchett & Filmer, 1999). The availability of non-textbook materials in schools also positively influences early literacy outcomes (Lewin & Stuart, 2003). However, book scarcity persists in most LMICs. For instance, a UNESCO survey in sub-Saharan Africa revealed a median pupil-textbook ratio of 1.4 to 1, with some countries having more than four pupils sharing a single textbook (Read, 2015).

The reasons for insufficient books vary, including a weak reading culture, lack of books in local languages, and limited availability of trained authors and illustrators for children's books (ADEA, 2019; World Bank, 2019). Additionally, poor-quality and costly printing equipment, inadequate legal frameworks, and insufficient political support contribute to the problem. The complexity around book scarcity shows that addressing the issue requires a comprehensive and holistic approach across the book supply chain (BSC) rather than targeting a specific problem manifested on the surface level.

The BSC involves various phases: planning, title development, publishing, printing, procurement, distribution, and use (USAID, 2022). Planning and forecasting assess the education system’s need for textbooks and trade books. Title development creates content for teaching, including translation into new languages. Publishing includes development, formatting, management, licensing, rights, and marketing, handled by the public, private organizations, or through partnerships. Printing can be done by governments or through publishers. Procurement involves purchasing finished books, while distribution delivers books from production to their point of use or intermediary locations. Effectively using books in schools means distributing them to children and actively using them for classroom instruction and reading practice (World Bank, 2019).

Purpose
Studies have revealed that weaknesses in the BSC are a common cause of high costs and low availability in many LMICs. Inefficiencies and bottlenecks in any part of the process can lead to increased costs and delays in production and distribution (Fredriksen & Brar, 2015). In response, the current panel is challenging the status quo of book provision and existing solutions that might be fragmented, intermittent, or advocacy-only. Instead, we are adopting a more holistic, system-wide approach to improving the BSC as an interconnected system from forecasting to planning to final use among teachers and learners.

Due to the integrated nature of the BSC system and the complexity of barriers to sustained book provision, a one-size-fits-all solution may not apply to all phases and countries, and improvement strategies must be tailored to address specific contexts. However, certain solutions, such as track and trace distribution systems, publishing software, and improved procurement approaches seem to have broad applicability across countries. Our panel aims to explore success stories and uncover the critical factors behind these achievements to generate shareable knowledge and experience in providing children with quality books worldwide.

Panel Composition
The panel showcases case studies from Cambodia, Honduras, and Rwanda. These countries were identified through multilateral workshops and conversations among international donors including USAID, universities, research institutes, and development organizations. Each country recently implemented noteworthy policy and programming strategies to improve the primary-level BSC, resulting in globally transferable insights.

In Cambodia, the Ministry of Education implemented a digital track and trace (TnT) system, building on a successful pilot in 416 schools to enhance book ordering and distribution. This policy effort generates lessons for other LMICs seeking solutions to improving book forecasting, planning, and supply-demand management, among other aspects of BSC.

Honduras received support from various international donors like USAID and JICA to strengthen BSC management at different levels and promote staff development from teachers to ministry officials. This case sheds light on how to promote strong staff development, encompassing skills related to developing quality book titles, use of available books, BSC system management, and supply-and-demand gap identification.

Finally, in Rwanda, development partners collaborated with the government to enhance quantity, quality, and demand forecasting of primary-level textbooks and reading materials. This involved training and mentorship for book publishers to improve book development, distribution, and use. This case highlights multiple practical approaches to enhancing aspects of the BSC including book development, distribution, and use.

Panel Organization
The panel presentation will include four thematically organized components. The first component will last about 10 minutes and introduce the panelists, the panel’s overall purpose, composition, and country selection rationale as outlined above. The second component will present research results from each country selected, with each country having 15 minutes, first from Cambodia led by a team of researchers from a local research firm, followed by Honduras led by a team of faculty from a local university, and Rwanda led by a team of faculty from a local university. The third component will provide a cross-country comparison and synthesis of the results presented by each country in a 10-minute presentation led by the chair of this panel. Finally, the last component will include an open discussion among panelists and the audience led by a discussant from USAID for 25 minutes. In the following pages, we will detail each country’s presentation.

Sub Unit

Organizer

Chair

Individual Presentations