Bypassing Teacher Shortage in Optimized Learning

Christopher C. Bernido -Research Center for Theoretical Physics, Central Visayan Institute Foundation Jagna, Bohol, Philippines

For decades there has been an emerging educational crisis characterized by the lack of teachers, especially in the Science, Technology, Engineering, and Mathematics (STEM) tracks. This has long been felt by advanced countries such as Australia, Canada, and the USA which massively continue to recruit teachers from developing countries that likewise suffer from teacher shortage. The emerging future seems to exacerbate the situation if traditional modes of teaching are maintained. In Germany, for example, from the current roughly 30,000 vacant teaching positions, it is estimated that there will be 80,000 unfilled teaching positions by 20301. On top of this, 200,000 children displaced by the
war in Ukraine have entered Germany as refugees. Children from age 6 to 16 arerequired by German law to attend school. The shortage of teachers, however, can be bypassed while attaining optimized learning for the students. The Central Visayan Institute Foundation Dynamic Learning Program (CVIF-DLP) has been shown to achieve this as evidenced by performance indicators over the past two decades. In this learning program, teacher intervention is limited to only 20% of the period while
addressing a wide spectrum of learners. The CVIF-DLP has been applied at the elementary, secondary, and university levels in more than 200 educational institutions in the Philippines. This learning program is appropriate for the 21st century where a person is expected to learn 3 to 4 new skills in a lifetime to adapt to a rapidly changing technological landscape. In this talk, we discuss the main components of the CVIF-DLP, the scientific research validating its features, and performance indicators.