If reading this, you might have heard or know something about the gifted education programme in Singapore. Well, this programme helps nurture intellectually gifted students to realize their fullest potential. It was first introduced in 1984 by the ministry of education. Later it was created as part of reforms to create education system that caters to diverse talents and learning aptitudes.
It came to the realization that some intelligent children flourished on high degree intellectual stimulation and may become mediocre. Gifted students would follow the regular curriculum and take the same examination as those in the mainstream. However, additional subjects were included to expose them to more depth of coverages.
A proposed programme based on the idea of enrichment was drawn up in the “gifted project” concept paper in 1983. The paper defined the objectives of the gifted education programme, which were to cultivate higher level thinking skills and capabilities for self-directed learning. It also discussed the identification of teachers and selection of pupils for the programme.
A special project unit was formed soon, after in May 1983 to select teachers and pupils for the gifted education programme, conduct teacher training sessions, prepare the new curriculum, and implement the programme. Later, the project members underwent a week-long training course expert on education for gifted children.
The progress of the gifted education programme is monitored through a regular feedback and informal meetings involving pupils, their parent’s principals and teachers in consultation with MOE. This programme has garnered positive feedback and praise for effectively providing all- round development for high-ability students. A 2005/ 2006 survey of former GEP students found that majority gained admission into prestigious overseas universities.
But there have been cases of students who struggle to cope with the workload and expectations of the programme as well as suffer ridicule and discrimination from their own classmates. Moreover, the gifted education programme has also been criticised for breeding elitism, as GEP students were fond of interacting only among themselves and had difficulty relating to their non-GEP peers.
It is important to note that this programme has gradually expanded in the primary and secondary levels. At the post-college level, the introduction of the integrated programme has led to changes in the gifted education programme.
While the curriculum and approach are similar, the gifted education programme has the advantage allowing students to proceed to junior college.
