Gifted Education in 21 European Countries - Inventory and Perspective

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1 Gifted Education in European Countries Inventory and Perspective Franz Mönks & Robin Pflüger Radboud University Nijmegen, Center for the Study of Giftedness Radboud University Nijmegen, Gaesdoncker Beratungsstelle für Begabtenförderung Contents Giftedness and gifted education is not a new topic First definition and numbers: how many children are gifted? Curriculum: contents of school education are all children included? Progress of policy concering gifted education in Europe participating countries Correpondents and comparibility of the results Main topics of the inventory Results of the inventory and perspective

2 The diversity of individuals is the main obstacle of every education in schools. Not taking into account individual differences is the main failure of all educational legislation [ Die Verschiedenheit der Köpfe ist das größte Hindernis aller Schulbildung. Darauf nicht zu achten ist der Grundfehler aller Schulgesetze ] Johann Friedrich Herbart (77684) Deutscher Ausschuß für Erziehung und Unterricht The Rise Of the Gifted * Vorfragen Im Auftrag herausgegeben und eingeleitet von Peter Petersen 9 6

3 Psychological research and diagnosis of giftedness Giftedness as such is always only a possibility of achievement, a necessary condition, it is not yet the achievement itself (Stern, 96, S. ) For % most gifted and another % gifted elementary pupils we have to establish additional study opportunities in our schools (Stern, 96, S. 9) School Peers Motivation Creativity Giftedness Exceptional Abilities Family Multifactor model of giftedness (Mönks,985)

4 Country Curriculum is made for the average. What about the students who have learning capacities above the average? Annual Birthrate (99 995) Students how have learning capacities above the average. Germany The Netherlands 77 8 In the year =7. in the year 6=67. 9 Austria 9 How can we meet the learning needs of the above average ability student? The Frame of Education the Curriculum Definition A) A curriculum is a plan for learning B) Curriculum must consist essentially of disciplined study in five great areas: (The International Encyclopedia of Curriculum, 99, p. 5): ) command of the mother tongue and the systematic study of grammar, literature, and writing; ) mathematics; ) sciences; 4) history; 5) foreign language C) Curriculum is what is taught to students, i.e. intended and unintended information, skills, and attitudes that are communicated to students in schools (Sowell, 996, S. 5)

5 Curriculum Conception Cumulative tradition of organized knowledge Purpose of Education To cultivate cognitive achievement and the intellect Primary Source of Content Academic disciplines, subject matter Social relevancereconstruction To prepare people for living in an unstable, changing world; to reform society Needs of society and culture Selfactualization To develop individuals to their fullest potentials Needs and interest of learners Curriculum conceptions, purposes of education and primary sources of content (E.J. Sowell (996). Curriculum An Integrative Introduction. Egglewood Cliffs, NJ: Prentice Hall, p. 4) Organizational Frame the school system Open University Adult Education University Education 4 Years PreUniversity Education (VWO) 6 Years Transition Class Higher Vocational Education Senior 4 Years Secondary Education Senior General Secondary Junior General Education Secondary (HAVO) Education 5 Years (MAVO) 4 Years Transition Transition Class Class Primary Education Apprenticeship Graining Junior Secondary Education (LBO) 4Years Transition Class Short MBO Courses Special Primary and Secondary Education (Age 4 Years) 8 Years

6 Policy for the Gifted in Europe Council of Europe; Center for the Study of Giftedness Educational Research Workshop On Gifted Children and Adolescents in Europe; Nijmegen 6 July 99 Education of the Gifted in Europe: Theoretical and Research Issues (F. Mönks, M. Katzko & H. v. Boxtel) Recommendation 48 Parliamentary Assembly of the Council of Europe on Education for Gifted Children Gifted Education in Schools: An Inventory of European countries (F. Mönks, W. Peters & R. Pflüger) 4 5 Policy for the Gifted in Europe Gifted Education in Schools: An Inventory of European countries (F. Mönks, W. Peters & R. Pflüger) Recommendation 48 Written request for the Parliamentary Assembly (Member from Spain: Varela i Serrra) European Seminar: Donaueschingen, 5 9. Nov 4 Substantial progress of gifted education Report: Gifted Education in European Schools Inventory and Perspective (F. Mönks & R. Pflüger)

7 Method Correspondents of European Countries

8 Country Austria Belgium Switzerland Germany Denmark Finland France Greece Spain Hungary Ireland Italy Luxembourg Latvia The Netherlands Poland Portugal Romania Sweden Slovenia United Kingdom Country Austria Belgium Switzerland Germany Denmark Finland Greece Spain Hungary Ireland Italy Luxembourg Latvia The Netherlands Poland Portugal Romania Sweden Slovenia United Total Population (Million; ) EU Countries USA Total Population (Million; )

9 Method Correspondents of European Countries International Standard Classification of Education (ISCED97) ISCED

10 Method Correspondents of European Countries International Standard Classification of Education (ISCED97) (OECD, ) Level : Preprimary education Level : Primary education or first stage of basic education Level : Lower secondary or second stage of basic education Level : Upper secondary education Method Correspondents of European Countries International Standard Classification of Education (ISCED97) (OECD, ) Questionnaire with 6 main topics. School legislation, regulations and guidelines. Specific provisions. Identification criteria 4. Teacher training and/ or teacher upgrading and networks of experience exchange 5. Research and professional care and counseling 6. Priorities and expectations

11 Method Correspondents of European Countries International Standard Classification of Education (ISCED97) (OECD, ) Questionnaire with 6 main topics Educational Research Workshop Education of the Gifted in European Schools 5 9 June Nijmegen, The Netherlands Method Correspondents of European Countries International Standard Classification of Education (ISCED97) (OECD, ) Questionnaire with 6 main topics Educational Research Workshop () Final report Gifted Education in Europe: Inventory and perspective (German) Schulische Begabtenförderung in Europa: Bestandsaufnahme und Ausblick

12 Methode Correspondents of European Countries International Standard Classification of Education (ISCED97) (OECD, ) Questionnaire with 6 main topics Educational Research Workshop () Final report Gifted Education in Europe: Inventory and Perspective () Update of the inventory! Same correspondents Data collection until December 4 Methode Correspondents of European Countries International Standard Classification of Education (ISCED97) (OECD, ) Questionnaire with 6 main topics Educational Research Workshop () Final report Gifted Education in Europe: Inventory and Perspective () Update of the inventory (4) Report: Gifted Education in European Countries Inventory and Perspective (5, English)

13 Methode Correspondents of European Countries International Standard Classification of Education (ISCED97) (OECD, ) Questionnaire with 6 main topics Educational Research Workshop () Final report Gifted Education in Europe: Inventory and Perspective () Update of the inventory (4) Report: Gifted Education in European Countries: Inventory and Perspective (5) Results! Österreich Belgien (Flämisch) Schweiz* Deutschland* Dänemark Spanien Finnland Frankreich Griechenland Ungarn Irland Italien Luxemburg Lettland Niederlande Polen Portugal Rumänien Schweden Slowenien England Country School Legislation, Regulations and Guidelines The term giftedness (or a synonym) is explicitly named in the law of the country a) Gifted students are recognized as a part of a subgroup (e.g. children with special needs...) a) Guidelines are set by the school inspectorate or other relevant authorities regarding gifted education

14 School Legislation, Regulations and Guidelines Country The term giftedness (or a synonym) is explicitly named in the law of the country Gifted students are recognized as a part of a subgroup (e.g. children with special needs...) Guidelines are set by school inspectorate or other relevant authorities regarding gifted education Germany* Finland Hungary Netherlands United Kingdom Specific Provisions Early entrance Competitions School intern Acceleration Enrichment Skipping classes Shared classes with higher grades Groupwise acceleration Workshops Cooperation with companies or nonprofit organizations Extra curricular Individual mentors School extern Psychological counseling Summer camps Festivals Exhibitions Performances/ Shows (artistic, sport Following courses at ISCED level 46 Self study Special schools

15 Specific Provisions Luxemburg Spanien England Finnland Deutschland* ISCED Niveau Specific provisions Groupwise acceleration Shared classes with higher grades Skipping classes Early entrance Identification Criteria Institution specific criteria Self nomination Recommendation of third party Expert Parents nomination Teacher nomination Observation lists/ Checklists Psychological Assessment Achievement tests School external achievement (Competitions ) School grades United Kingdom Slovenia Sweden Romania Portugal Poland Netherlands Latvia Luxembourg Italy Ireland Hungary Greece France Finland Spain Denmark Germany* Switzerland* Belgium (Flemish) Austria Criteria COST Strategic Workshop: Meeting the Needs of Gifted Children and Adolescents Towards a European Roadmap

16 Identification Criteria Criteria Germany* Finland Netherlands Poland Slovenia United Kingdom School grades School external achievement (Competitions ) Achievement tests Psychological Assessment Observation lists/ Checklists Teacher nomination Parents nomination Expert Recommendation of third party (art teacher; trainer...) Self nomination Teacher training and/ or teacher upgrading Teacher training Österreich Belgien (Flämisch) Schweiz* Deutschland* Dänemark Spanien Finnland Frankreich Griechenland Ungarn Irland Italien Luxemburg Lettland Niederlande Polen Portugal Rumänien Schweden Slowenien England Initial teacher training Retraining and further education of teachers Training of experts as psychologists, educators ECHADiploma (European Council for High Ability)

17 Teacher training and/ or teacher upgrading Teacher training ISCED Level Austria Switzerland* Germany* Denmark Finland Hungary Italy Luxembourg Netherlands Slovenia United Kingdom Initial teacher training Retraining and further education of teachers Training of experts as psychologists, educators ECHADiploma (European Council for High Ability) Priorities and Expectations Topics Austria Belgium (Flemish) Switzerland* Germany* Denmark Spain Finland France Greece Hungary Ireland Italy Luxembourg Letvia Netherlands Poland Portugal Romania Sweden Slovenia United Kingdom Total School Legislation, Regulations and Guidelines Recognition of Gifted Students and their neediness by law Giftedness as a topic in initial teacher training Initial Teacher Training, Retraining and further Education Initial teacher training and retraining in gifted education 9 6

18 EUweather conditions Austria Belgium Switzerland Germany Denmark Finland France Greece Spain Hungary Ireland Italy Luxembourg Latvia The Netherlands Poland Portugal Romania Sweden Slovenia United Kingdom EUweather conditions 4 Austria Belgium Switzerland Germany Denmark Finland France Greece Spain Hungary Ireland Italy Luxemburg Latvia The Netherlands Poland Portugal Romania Sweden Slovenia United Kingdom

19 Gifted Education in European Schools Gifted Education in European School An Inventory of European Countries An Inventory of European Countries Franz Mönks Robin Pflüger Thank you

20 Specific educational measures to promote all forms of giftedness at schools in Europe Prof. dr. Tessa Kieboom Centrum voor Begaafdheidsonderzoek Universiteit Antwerpen Giftedness Cognition Personality Intellectual capacities Motivation Creativity Perfectionism >< fear of failure Feeling of justice Sensitivity Critical

21 Primary school Regular class Enrichment class Grade skipping Socialemotional development Differentiation Attitude to work Learning attitude Regular Class Grade Skipping Differentiation

22 MUST Basic Curriculum Differentiation EXTRA Computer Reading Enrichment To do an effort To learn to fail Before age of 4 Differentiation for the Gifted MUST Basic Curriculum OtherTasks EXTRA Computer Reading Other Tasks more difficult To do an effort To learn to fail 5

23 Enrichment Class Socialemotional Development Philosophy Working in group Social attitudes 6 Enrichment Class Attitude to work Read the instructions of an exercise Learn to work orderly, efficiently Difficult project work 7

24 Enrichment Class Learning attitude/study behaviour Study methods Learning styles Exercise to implement techniques TIME 8 Secondary School Start to work with gifted pupils Differentiation very difficult Enrichment class some schools are starting 9

25 Grote Steenweg 4 6 Antwerpen CBO fax

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