DepEd’s Book Supply Chain: Issues, Challenges, and Ways Forward

Despite longstanding recognition of the need to reform the Philippine public education system, significant improvements remain elusive. A more in-depth and targeted evaluation of current conditions is necessary. This paper explores several key questions: (1) How are teaching and learning materials developed, quality-assured, produced, distributed, and disposed of by the Department of Education (DepEd)? (2) How does the Philippines' procurement process for learning materials compare with that of other countries? (3) What measures can improve the efficiency of procurement, quality control, distribution, and disposal? (4) Can DepEd’s procurement methods support growth and sustainability in the local paper industry? The study surveyed 106 students and 42 teachers and conducted 16 key informant interviews and focus group discussions. Findings show that DepEd’s role in the book supply chain begins with providing Curriculum Guides (CGs), which serve as the foundation for publishers to create content. Content developers (writers, editors, illustrators, etc.) are managed by publishers, but the materials undergo evaluation by DepEd’s Bureau of Curriculum Development (BCD), guided by DepEd Order 25 (s. 2023). CG development is centralized at the DepEd Central Office through BCD and the Bureau of Learning Resources, employing a top-down approach. While this ensures academic rigor, it may fail to capture local cultural contexts and the on-the-ground needs of teachers and students. The procurement of textbooks and learning materials follows Republic Act 9184, requiring publishers and printers to undergo a bidding process. This centralized procurement often leads to delays, from curriculum development to book delivery. Textbook distribution is unequal; central schools typically have full sets while non-central schools may have limited or no materials, often due to logistical challenges and the remote locations of printers and publishers. Limited internet connectivity further complicates access to digital learning resources for both students and teachers. Book publishing using digital printing is gaining traction, enhancing the capacity of local printers and publishers. Book disposal policies align with government property rules but do not address how to dispose of outdated books, particularly regarding recycling, which could contribute to environmental sustainability and a more stable paper supply. Similar issues in educational resource development, distribution, and infrastructure exist in the Philippines, Cambodia, Jordan, Malawi, and Zambia. While some countries allow for more localized customization of materials based on culture and community needs, the Philippines employs a highly standardized model, limiting the relevance of materials for learners in remote and culturally diverse areas. The paper recommends: including regional experts in the development of curriculum guides; building the capacity of regional teams; regionalizing the procurement of learning resources; prioritizing digital infrastructure investment in remote regions; offering incentives for printers and publishers to operate in underserved areas; creating a logistics system that prioritizes delivery to remote schools; allowing for the use and regional printing of PDFs; and establishing clear protocols for the disposal and recycling of outdated books for future printing. Comments to this paper are welcome within 60 days from the date of posting. Email publications@pids.gov.ph.