Developing Gifted and Talented Education Program: The Malaysian Experience

Bakar, Abu Yazid Abu

doi:10.4236/ce.2017.81001

Cited by 8 publications

(5 citation statements)

References 35 publications

(43 reference statements)

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“…Furthermore, (Bakar, 2017) The strategies needed to improve the quality of the gifted and talented students in secondary schools.…”

Section: Challenges Faced the Gifted And Talented Studentsmentioning

confidence: 99%

Status, Experience and Challenges for Promoting Gifted and Talented Students Education Provision in Ilala, Dar es Salaam

CHRISTABELL,

OSAKI

2023

WJEH

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It is widely known that learners vary in achievement, ability as well as talent. Interest in gifted and talented learners has a long history. However, in most developing countries, education systems are yet to create a suitable environment to develop and nurture the special talents that some learners have, sometimes due to lack of a proper understanding of the variety of talents available and also lack of resources to support them. Exploring the status, experience, and challenges that the gifted and talented learners of Tanzania experience is not an easy task; considering that the so called gifted and talented are not prioritized in our education system. This study aimed at exploring the criteria for identifying and selecting gifted and talented students in secondary schools, the way they are groomed and challenges they face together with the way forward in addressing those problems in Ilala municipality of Dar es Salaam City. Two selected schools were sampled through purposive sampling and the interview and questionnaire tools were applied in collecting the data from teachers, students, and parents. Quantitative data collected were analyzed using descriptive statistical techniques and thematic analysis was used for analyzing qualitative data. The findings indicated that, learners and teachers lack government support on identification of gifted and talented children. Teaching and learning materials are not sufficient for the students to learn effectively and too few skilled teachers are available to instruct and support talented students. The number of skilled teachers is small compared to the needs of the system and the system does not provide opportunities for the students to display their talents. The study recommends that further studies should be conducted on how to create opportunities, development, and motivation of key talented children education provision for this category of learners. The new Education and Training Policy needs to be reviewed and show plans to accommodate talent and gifted education development in our schools.

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“…Furthermore, (Bakar, 2017) The strategies needed to improve the quality of the gifted and talented students in secondary schools.…”

Section: Challenges Faced the Gifted And Talented Studentsmentioning

confidence: 99%

Status, Experience and Challenges for Promoting Gifted and Talented Students Education Provision in Ilala, Dar es Salaam

CHRISTABELL,

OSAKI

2023

WJEH

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“…The gifted and talented group of individuals have proven their role in the success of the country as seen in many developed countries such as the U.K. and the U.S. (Zakaria et al, 2021;2017;Bakar & Zakaria, 2023;Ishak, & Bakar, 2017).…”

Section: Why Gifted Studentsmentioning

confidence: 99%

“…With a proper plan and supervision from the teachers', gifted students are expected to develop and enhance their potentials over a period of time they spend in the special program (Beecher & Sweeny, 2008;Renzulli, 1999;Kulik & Kulik, 1992). Researches have shown that gifted students could learn at a much faster rate, earlier than their peers, have better memories, think abstractly, focus intensely, absorb many stimuli, have stronger empathy and high moral concern (Renzulli & Reis, 1997;VanTassel-Baska, 1992;Gagne, 2005;Bakar, 2017;Ishak & Bakar, 2017). There is no such thing as one size fits all concept in teaching the gifted students because of the uniqueness in their way of thinking and studying a particular subject matter.…”

Section: Giftedness and Educationmentioning

confidence: 99%

Quran Memorization as a Vital Identification Process of Gifted and Talented Muslim Students

Zakaria¹,

Ali²,

Kamaruddin³

et al. 2023

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Students for gifted program are usually selected using the traditional methods of identification (i.e., IQ and standardized achievement tests). Even for Malaysia gifted education program known as GENIUS program, the established methods such as intelligence tests are the yardstick for selecting students who are identified as gifted. GENIUS Insan, however, is a program that requires the gifted students to not only achieve high score in the standardized intelligence test, but also display the ability to memorize verses of Quran and recite them according to the correct tajweed (rules of Quran recitation). The students are also required to memorize the verses in a specific given amount of time. This study analyzed the identification process for gifted Muslim students for the 2021 cohort of Kolej GENIUS Insan, USIM in using Quran memorization as a method in identifying the qualified students for the program. The process involved a group of 232 candidates who had managed to score 130 marks and above in the standardized intelligence tests known as UKM1 and UKM2. These students were later tested individually for their ability to memorize and recite the selected verses pre-arranged for them. Those who fulfilled the criteria set by the college were offered to join the program at Kolej GENIUS Insan. Analyzing and understanding the data of the selection process and the outcome of the organized memorization test would help address the need to improve the identification method and make this selection process an effective way in drafting gifted and talented Muslim students to Kolej GENIUS Insan, Universiti Sains Islam Malaysia.

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“…A specialized curriculum for gifted students is therefore fundamental. Compared to their peers, gifted students have special social and emotional needs (Phelan & Allen, 2018;Bakar, 2017;Cavilla, 2016). The schools need to know how to facilitate better performance for each student which can be a challenging task, particularly in classrooms where there are several levels of ability.…”

Section: Curriculum Materials For Gifted Students (Cmgs)mentioning

confidence: 99%

Gifted Education in Private Primary Schools in Hadhramout District, Yemen

Barabwd¹,

Bakar²,

Ishak³

et al. 2021

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Gifted students require special services in schools that address their cognitive, physical, language, emotional, social, and academic needs. This study, therefore, investigates the extent to which gifted education is implemented in Private Primary Schools (PPS) in Hadhramout district in the Republic of Yemen from the perspective of schoolteachers. A descriptive quantitative approach was employed with data collected via a structured questionnaire developed by the researchers. This consisted of 36 items covering five domains: Identification of Gifted Students (IGS), Curriculum Materials (CM), Staff Development (SD), Evaluation of Gifted Students' Performance (EGSP), and Evaluation of Services of Gifted Students (ESGS). In this district, there were 60 PPS with 1500 teachers and more than 20,000 students from grade 1 to 9. The sample consisted of 300 teachers (Female = 171 and Male = 129). The results revealed that the extent of implementation of four domains, namely IGS, CM, EGSP, and ESGS, was at a low level. However, the extent of implementation of the SD domain was at an average level. Therefore, the overall extent of implementation of gifted education was low. This leads to two major recommendations. Firstly, PPS should focus on the implementation of gifted education to meet the needs of gifted students. Secondly, more robust research is required to investigate the implementation of gifted education in both private and public schools.

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Developing Gifted and Talented Education Program: The Malaysian Experience

Cited by 8 publications

References 35 publications

Status, Experience and Challenges for Promoting Gifted and Talented Students Education Provision in Ilala, Dar es Salaam

Status, Experience and Challenges for Promoting Gifted and Talented Students Education Provision in Ilala, Dar es Salaam

Quran Memorization as a Vital Identification Process of Gifted and Talented Muslim Students

Gifted Education in Private Primary Schools in Hadhramout District, Yemen

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