Professional Learning Community: A Brilliant Idea Dying in Poor Conditions

The Professional Learning Community (PLC) programme, introduced by Ghana’s Ministry of Education to equip teachers with the skills needed for effective implementation of the new standards-based curriculum, was undoubtedly a brilliant idea. On paper, it promised to revolutionise teaching and learning in Ghana’s classrooms by promoting collaboration, reflective practice, and innovation among teachers. However, as it stands today, the noble initiative is struggling to achieve its intended purpose due to several avoidable challenges.

To begin with, the PLC is a technologically driven programme, designed to rely on digital tools for collaboration, lesson planning, and accessing instructional materials. Teachers were therefore given laptops to aid this process. Unfortunately, these laptops have become nothing more than white elephants. Many of them have developed faults, while others are completely non-functional due to poor quality, and unstable electricity supply in many schools. Yet, teachers are expected to use these same laptops to facilitate a technology-driven teaching programme, a clear case of putting the cart before the horse.

One cannot overemphasise the fact that the absence of basic amenities such as electricity in many rural schools makes the use of these devices and other technological tools almost impossible. In some schools, teachers cannot even charge their laptops or project teaching materials. This defeats the very essence of the PLC, which depends largely on digital interaction and online resource access.

Furthermore, the lack of textbooks for the new curriculum continues to frustrate both teachers and learners. The PLC meetings are supposed to help teachers plan lessons and share effective strategies for using the new curriculum materials. However, how can this be meaningful when the basic materials, textbooks—are not even available in most schools? Teachers are left to improvise, often relying on outdated books or personal notes, which compromises the standardisation the curriculum seeks to achieve.

In addition to these structural challenges, the economic reality facing Ghanaian teachers cannot be ignored. Low salaries and the absence of meaningful allowances have demoralised teachers. Many attend PLC meetings out of obligation rather than enthusiasm, as they see little personal or professional benefit from the process. When a teacher struggles to meet basic living expenses, it becomes difficult to expect full dedication to such programmes.

One major concern is the issue of time constraints. Teachers already have tight schedules involving lesson preparation, marking, supervision, and co-curricular activities. Adding mandatory PLC sessions stretches them further, leaving little time for personal rest or detailed lesson planning. The result is fatigue and declining enthusiasm, which affects both teaching quality and classroom effectiveness.

Closely related to this is the lack of motivation and commitment among teachers. Due to poor incentives and little recognition for active participation, many teachers attend PLC meetings merely to sign attendance and leave. The collaborative spirit that the programme aims to nurture is therefore lost in most schools. Teachers feel that their efforts are neither appreciated nor rewarded, leading to apathy and poor attendance at subsequent meetings.

In some districts, the topics discussed during PLC sessions are often repetitive or irrelevant to teachers’ real classroom challenges. This repetition and monotony make meetings dull and unproductive, discouraging meaningful engagement. Instead of addressing pressing pedagogical issues such as classroom management, learner diversity, and assessment techniques, some facilitators recycle old topics, turning what should be vibrant discussions into routine gatherings.

Adding to this is the problem of overburdened teachers. Teachers are overwhelmed by numerous responsibilities, including administrative tasks, school projects, and sometimes even non-teaching assignments. The PLC, instead of serving as a professional development support system, is increasingly seen as an additional burden. Rather than motivating teachers, it is adding to their stress, which ultimately undermines the programme’s success.

All these challenges combine to make the Professional Learning Community, though well-intentioned—a programme of good design but poor execution. Without electricity, adequate teaching materials, and fair remuneration, the PLC will remain a theory that exists beautifully on paper but fails miserably in practice.

The government must therefore rethink its approach. Either the programme should be paused and properly resourced before full implementation, or teachers must be motivated through improved salaries, allowances, and working conditions. Proper infrastructure, functioning laptops, and access to textbooks are non-negotiable if Ghana truly wants the PLC to transform classroom instruction and improve learning outcomes.

Until these fundamental issues are addressed, the Professional Learning Community will continue to be another well-intentioned policy lost in the dusty files of unrealised educational reforms.

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