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Gifted education in China
Abstract
China has one-fifth of the world's population, with 350 million children under the age of fourteen—many of these children have specific gifts and talents, and Chinese educators have taken steps in the last decade to ensure appropriate educational opportunities for children with advanced abilities.This article describes specific options for gifted and talented children in China, provides a brief history of Chinese education, and addresses some concerns related to the implications of China's social policies on educational attainment.
... In Canada, education at the kindergarten, elementary, and secondary levels is the sole responsibility of each province and territory. As such, the delivery of educational services for gifted students is impacted by Education Acts, regulations, and ministerial directives within each provincial and territorial jurisdiction (Yewchuk, 2000a). Review articles by Goguen (1993), Leroux (2000), andYewchuk (2000a), and examination of the special millennium issue on giftedness in Canada edited by Yewchuk (2000b), provide the opportunity to identify several themes. ...
... As such, the delivery of educational services for gifted students is impacted by Education Acts, regulations, and ministerial directives within each provincial and territorial jurisdiction (Yewchuk, 2000a). Review articles by Goguen (1993), Leroux (2000), andYewchuk (2000a), and examination of the special millennium issue on giftedness in Canada edited by Yewchuk (2000b), provide the opportunity to identify several themes. ...
... Support for gifted education tends to be cyclical. In the 1990s, the combination of provincial budget cuts to school jurisdictions and the introduction of inclusive education policy and practice has led to a decline in specialized provisions for the gifted (Yewchuk, 2000a). ...
Education in Canada is determined at the provincial level of jurisdiction. Each province and territory has a unique system of legislation and policy, although most provinces view the education of gifted students as a category of service provision under special education. The first section of this paper provides a brief, general overview of key themes that emerge from an analysis of the relevant Education Ministry documents and literature concerning gifted education and counselling within the Canadian context. Where appropriate, the particular province(s) and/or territory(s) associated with the themes is noted. The second section highlights the work of Canadian scholars most relevant to counsellors working with gifted students. A brief review of recommended counselling needs, goals, and practices for the gifted is presented in the conclusion.
Currently, in China there are about 240 million children aged 14 or under; therefore, there should be approximately 7 million gifted and talented children in China according to Chinese definition and identification of giftedness. Special education for such huge numbers of gifted children is challenging and significant. This paper trace the history of gifted education in China and discusses current education in general. Specifically, the paper describes the Chinese conceptions of gifted and talented children, identification procedures, current gifted programs, and existing problems. The future of Chinese gifted education is also discussed.
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