Program Perspective: Gifted Education at the Crossroads in Nigeria: A Proposal for Meeting the Challenges in the Millennium

Kolo, Ibrahim A.

doi:10.1080/15332276.2004.11673044

Cited by 2 publications

(3 citation statements)

References 13 publications

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“…Intelligence is measured by cognitive abilities (Stack et al, 2016), so the modern school system has failed to incorporate the development of traditional cultures and gifts (Maree & Van der Westhuizen, 2009; Ngara & Porath, 2004, 2007). Consequently, giftedness is not supported or nurtured in the formal education systems of SSA countries (Kolo, 2004; Maree, 2018; Milinga, 2021). Currently, with the exception of South Africa, there are a negligible number of countries in SSA with a GATE program intended to prepare PSTs to teach gifted students (Ngara, 2017).…”

Section: Introductionmentioning

confidence: 99%

Attitudes and Self-Efficacy of Preservice Teachers Toward Teaching Gifted and Talented Students

Opoku

Nketsia

Amponteng

et al. 2023

Journal for the Education of the Gifted

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Teacher training is fundamental to the success of gifted and talented education (GATE). Unfortunately, in sub-Saharan Africa, which is still in the early stages of practicing inclusive education, knowledge about GATE is limited because preservice teacher training programs have yet to prioritize this subject area. The aim of this exploratory study was to examine the attitudes and self-efficacy of 304 preservice teachers regarding GATE at three education colleges in Ghana. Using Ajzen’s Theory of Planned Behavior as a framework, the results show a positive association between attitude and self-efficacy, with the latter emerging as a significant predictor of the former. Other background variables—such as gender, knowledge of inclusive education policy, specialization, and level of study—provide insights into the attitudes and self-efficacy of preservice teachers. Also discussed is the need for teacher training institutions to introduce training courses and develop culturally responsive policies, guidelines, and strategies for GATE.

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Section: Introductionmentioning

confidence: 99%

Attitudes and Self-Efficacy of Preservice Teachers Toward Teaching Gifted and Talented Students

Opoku

Nketsia

Amponteng

et al. 2023

Journal for the Education of the Gifted

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“…This calls for more systematic provision of gifted education in the region. Similar to Tanzania, the need for systematic development of gifted education and its inherent challenges is evident in other developing countries in Africa (Kolo, 2004; Ndirangu et al, 2007; Ngara, 2017; Oswald & Villiers, 2013; Xolo, 2007). Since the educational needs of gifted students seem to be unaddressed in Ghana, Allotey (2019) described the need for reforming curriculum and improving teacher professional development to provide gifted students with appropriate support.…”

Section: Introductionmentioning

confidence: 99%

“…To meet the challenges in developing sound gifted education programs in Nigeria, Kolo (2004) argued for collaboration between countries with well-established systems of gifted education and developing countries as a means of sharing various resources and expertise. The proposed approach might work but requires contextual readiness of the developing countries in terms of such factors as culture and political will to undertake the initiatives.…”

Section: Introductionmentioning

confidence: 99%

Rethinking Gifted Education in Tanzania: Toward Its Development in the Country

Milinga

2021

Gifted Child Today

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Educating gifted and talented students is of paramount importance not only for individuals but also for enhancing a nation’s socioeconomic development, science and technology. However, while there appears to be increasing evidence at the international scholarly space on the importance of promoting gifted education, the situation is different in Tanzania where there is yet no systematic provision for it. This article reviews literature to establish the need for the systematic provision of gifted education in Tanzania and suggests ways on how its development can be initiated in the country. The article identifies areas considered essential in improving gifted education while promoting equity and excellence in nurturing the gifted in Tanzania. These areas are discussed within the context of the proposed model for developing a system of gifted education in the country. In this development, the article argues for the integration of prosocial education with gifted education for the desired future of Tanzania’s gifted education.

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Program Perspective: Gifted Education at the Crossroads in Nigeria: A Proposal for Meeting the Challenges in the Millennium

Cited by 2 publications

References 13 publications

Attitudes and Self-Efficacy of Preservice Teachers Toward Teaching Gifted and Talented Students

Attitudes and Self-Efficacy of Preservice Teachers Toward Teaching Gifted and Talented Students

Rethinking Gifted Education in Tanzania: Toward Its Development in the Country

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