Isabella G. Baer |
Abstract
Achieving Sustainable Development Goal 4 (SDG 4) requires not only pedagogical innovation but also resilient supply chains capable of withstanding shocks and ensuring learning continuity. This paper develops an education supply chain resilience (ESCR) framework, highlighting four pillars – visibility, flexibility, collaboration, and risk management – while integrating resource-based theory (RBT) and Cox’s theory of power to explain why these capabilities function as strategic resources for education systems. Drawing on case studies such as UNICEF’s School-in-a-Box, the World Food Programme’s (WFP’s) school feeding initiatives, and digital distribution during the COVID-19 pandemic, the analysis demonstrates that ESCR is not merely about efficiency, but about the governance of critical resources such as curriculum, data, and distribution networks. The findings underscore that ESCR must be recognised as a strategic imperative – not a peripheral logistical concern, but a front-line driver of equity and continuity in education. Practical and policy implications are provided for governments, non-governmental organisations (NGOs), and international organisations to institutionalise resilience and safeguard access to inclusive, quality learning worldwide.
Keywords: Supply Chain Resilience, Education, SDG 4, Humanitarian Logistics, Resource-Based Theory, Power Dynamics, Strategic Governance
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