A review on the empirical research of PLCs in the Global South: evidence and recommendations (2022)

This report presents a systematic review of 70 empirical articles relevant to professional learning communities (PLCs) in the Global South. It discusses definitions and outlines the evidence base concerning initiation, impact, and conditions for PLCs. PLCs are conceptualised as a network, a space, an approach and a process. PLCs could be initiated as a result of a mandate, a project of professional development, or needs for mutual support of small groups of teachers. The evidence highlights the positive impacts of PLCs on supporting teachers’ collaborative learning, development of teaching efficacy, innovative changes, and trusting relationships in schools. The review also found a range of evidence on the conditions for development, implementation, and sustainability of PLCs. These conditions include strong leadership support, readiness of infrastructure, focus on learning and teaching, and quality of trusting relationships.