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OUT-OF-SCHOOL EDUCATIONAL
PROVISION FOR THE GIFTED AND TALENTED
AROUND THE WORLD
A report for the Department of Education and Skills
London, 2002
PART ONE: THE RESEARCH
PART TWO: THE CONCLUSIONS
PROF JOAN FREEMAN PhD, MEd, BSc, Dip Ed Guidance, FBPsS
CONTENTS PART ONE: THE RESEARCH
PREFACE I
ACKNOWLEDGEMENTS II
OVERVIEW III
CHAPTER 1 1
WHO ARE THE GIFTED AND TALENTED? 1
Finding the gifted and talented 3
CHAPTER 2 5
INTERNATIONAL PROVISION 5
Overlap between in-school and out-of-school activities 5
The development of programs in the USA 6 A Nation at Risk 7 A Warning 10 Criteria for gifted programs 11
The current picture in the USA 11
Comparison Between The USA And UK 12 Selection issues 13
UK and USA legislation 14 The Assisted Places Scheme 15
CHAPTER 3 17
THE AMERICAN TALENT SEARCH MODEL 17
Talent Search selection 19 On- and above-level testing 19 Residential programs 20 Aims of the Talent Searches 21
Johns Hopkins University - the CTY Model 23 Johns Hopkins University 23 Selection procedures 24
Duke University Talent Identification Program (TIP) 26 TIP 26 TIP Summer Studies 27 Other TIP programs 28
University of Denver 30 Rocky Mountain Talent Search 30
University of Iowa 30 The Connie Belin International Centre for Talented and Gifted Education 30 Summer camps 31 The five hopes for summer programs 33 Clinical Services 33
Some other university-based Talent Searches in the USA 35
Some problems with Talent Searches 37
CHAPTER 4 39
TALENT SEARCHES OUTSIDE THE USA 39
The German Schlerakademien (Pupil Academies) 39 Structure of the Akaemien 39 Selection of participants and instructors 41 Evaluation 43
The Hamburg Model 44
The Australian Primary Talent Search (APTS) 46 Talent Search qualifying criteria 48 Results of testing 49 Practical application 50 Holiday enrichment programs 51 Non-standardised identification of talent 52
A Spanish Talent Search 53
CHAPTER 5 54
MAJOR NON TALENT SEARCH APPROACHES 54
The National Research Centre on the Gifted and Talented 54 The Enrichment Triad/Revolving Door Model 56
Independent programs 57
Competitions 58 German competitions 59 Russian competitions 61
Mentoring and modelling programmes 63 Mentoring Students and Teachers for High-Stakes Science Competitions 64 Illinois Mathematics and Science Academy (IMSA) 66 The Young Academy of Sciences 70 The Pinnacle Project model 70
Distance Learning 72 E-learning 73
Commercial Printed Material 75
Parental and voluntary involvement 75 Parent initiated activities 76
CHAPTER 6 79
PROVISION IN WESTERN EUROPE 79
Germany 80
Austria 83
Belgium 84
France 84
Switzerland 89
The Netherlands 90
Italy 91
Portugal 92 Spain 92
Scandinavia 94 Sweden 95 Denmark 96 Norway 96 Finland 96 Iceland 97
CHAPTER 7 100
PROVISION IN EASTERN EUROPE 100
Russia 101 Post Communist changes 103
Hungary 105
CHAPTER 8 107
PROVISION IN ASIA AND THE ANTIPODES 107 Confucianism 107
China 108 Schooling in China 110 Out-of-school education in China 113 Hong Kong 115
Japan 117 Extra-curricular activities 119 Post middle-school 119 After-school education 120
India 122
Taiwan 124
Malaysia 125
The Philippines 125
Korea 125
Indonesia 126
Thailand 126
The Antipodes 126 Australia 126 New Zealand 130
CHAPTER 9 137
PROVISION IN THE MIDDLE EAST AND AFRICA 137
Israel 137 Out-of-school educational provision in Israel 139
Arab Countries 150
Africa 152 South Africa 152
CHAPTER 10 153
PROVISION IN CANADA AND SOUTH AMERICA 153
Canada 153 Canadian attitudes to gifted education 153 The Centre for Gifted Education at the University of Calgary 154
South America 158 Brazil 158 Center for Talent Development Lavras (CEDET) 158 Rio de Janeiro 162 Peru 162
CHAPTER 11 164
CONCLUSIONS 164
Concerns affecting international education of the gifted and talented 164
Comparison of out-of-school models for the promotion of gifts and talents 166 The Talent Search 166 Self selection by provision 167 Hard work 167 Competitions 168 Voluntary provision 169 Summary points 169 Evaluation of outcomes 170 Application of American ideas 171 The social aspects of special out-of-school education 173
A framework for the development of gifts and talent using out-of-school activities 174 Effective measures for out-of-school activities for the gifted and talented 175
Helping children to excellence 175 Freemans Sports Approach 176 The Sports Approach: identification by provision 177
REFERENCES 179
PREFACE The first part of this international survey on out-of-school provision for gifted and
talented children reviews the style,organisation and effectiveness of the work of major
centres, i.e. those which are most frequently seen as models to follow because of their
size and reputations for excellence. The second part (due September 2002) is
concerned with the finer details of administration and assessment
However, this first part also includes information on less well-known centres which are
trying out interesting schemes, not undertaken by the larger ones. They may, for
example, be innovative in their efforts to find hidden gifted children who have not yet
exercised their high-level potential, whereas the prominent centres almost always aim
to enhance already-demonstrated gifts and talents.
Both parts of this survey are in line with its defined research goals - to increase
knowledge and understanding of the subject by taking account of ideas and experiences
from around the world. My intention is not only to present information of practical
value, but to encourage international collaboration towards achieving the best possible
provision for gifted children. This is not a one-way process. As traditional barriers
between natural and social sciences diminish, so the opportunities for inter-disciplinary
cooperation are multiplying (UNESCO, 1999). As well as learning from elsewhere, I
hope that the outcome of this survey will include exchanging British ideas with other
countries. One worthwhile goal could be the establishment of a network of centres of
excellence around the world.
Presentation
To ease the process of reading and avoid interminable inverted commas and references
in brackets - yet to give credit where that is due - there are places in the text where I
have simply told the reader where my information came from. Although it was
tempting to simplify the question of English-English or American-English to one usage,
words such as program/programme, pupil/student, school principal/head teacher, etc.
have not been presented uniformly, but chosen to fit their context.
London, June, 2002
ACKNOWLEDGEMENTS Surveying demands favours of many people. In response to the scores of requests I
sent to colleagues all over the world, many dug generously and without hesitation into
their coffers of knowledge to contribute to this survey. With great kindness, some even
checked and amended what I had written about their area.
I am truly grateful for help with this report from my colleagues and friends -
Dr Roland Persson of Jonkoping, Sweden; Dr Harald Wagner of Bonn, Germany; Prof
Dr Pieter Span of Utrecht, The Netherlands; Prof Miraca Gross of Sydney, Australia;
Dr Ulrike Stedtnitz of Zurich, Switzerland; Dr Karen B Rogers of Minnesota, USA;
Prof Jiannong Shi of Beijing, China; Madame Sophie Cte of Paris, France; Mevrouw
Marianne van Iterson, of Bunnik, The Netherlands; Prof Javier Tuern of Pamplona,
Spain; Prof Larry Coleman of Toledo, USA; Dr Netta Maoz of Rehovot, Israel; Dr Uri
Marchaim of Kiryat Shmona, Israel; Dr Zenita Guenther of Lavras, Brazil; Dr Sheyla
Blumen-Pardo of Lima, Peru; Dr Paula Olszewski-Kubilius of Chicago, USA; Dr Rena
Subotnik of Washington, USA and Dr Raphael Wilkins. And to Tim Dracup at the
Department for Education and Science, thank you for initiating this report and for being
patient.
OVERVIEW
No educational provision for the gifted and talented works in a cultural vacuum. This
survey provides a unique view of the ways in which out-of-school education can be
affected by both cultural assumptions and standards of basic education.
The overall picture is complex. There is evidence that excellence can come from
widely differing special provision, or even from no extra provision at all. Although
there are no programmes for the gifted and talented across Scandinavia and in Japan,
for example, bright childrens achievements there are often superior to those of the
countries which do have such programmes. China, a relatively poor country, provides
widespread non-selective enrichment via its Childrens Palaces, and the results appear
to be excellent. In both New Zealand and Israel, the governments provide generously,
often using self-selection. Germany has inspiring competitions with desirable prizes,
funded partly Federally and partly privately. Brazilian help goes to finding seriously
deprived potentially talented children. The vast American Talent Searches usually
select youngsters for summer-s
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