Lessons from Implementing Gifted Education Programme for 40 Years

The debate centered on the 40-year legacy of the Gifted Education Programme (GEP), with a focus on lessons learned in meeting the academic, emotional, and social needs of high-ability students.
The Ministry of Education acknowledged the questions raised and promised to provide a detailed oral answer addressing the lessons and future plans for the revamped GEP.
A key concern highlighted was ensuring the revamp continues to support emotional and social needs, including adequate training for teachers to manage high-ability learners.

The debate centered on the 40-year legacy of the Gifted Education Programme (GEP), with a focus on lessons learned in meeting the academic, emotional, and social needs of high-ability students.
The Ministry of Education acknowledged the questions raised and promised to provide a detailed oral answer addressing the lessons and future plans for the revamped GEP.
A key concern highlighted was ensuring the revamp continues to support emotional and social needs, including adequate training for teachers to manage high-ability learners.

The debate centered on the 40-year legacy of the Gifted Education Programme (GEP), with a focus on lessons learned in meeting the academic, emotional, and social needs of high-ability students.
The Ministry of Education acknowledged the questions raised and promised to provide a detailed oral answer addressing the lessons and future plans for the revamped GEP.
A key concern highlighted was ensuring the revamp continues to support emotional and social needs, including adequate training for teachers to manage high-ability learners.

The debate centered on the 40-year legacy of the Gifted Education Programme (GEP), with a focus on lessons learned in meeting the academic, emotional, and social needs of high-ability students.
The Ministry of Education acknowledged the questions raised and promised to provide a detailed oral answer addressing the lessons and future plans for the revamped GEP.
A key concern highlighted was ensuring the revamp continues to support emotional and social needs, including adequate training for teachers to manage high-ability learners.

Summary