Education of Gifted and Talented Individuals in Germany, the Netherlands, Sweden and Turkey: An Investigation of Education Policies and Its Implementations

Abstract

The steps taken for the education of gifted and talented individuals and the development in the field are thought to be based on countries’ education policies and global economic goals. In this sense, there is a strong a connection between the countries’ goal to be economically competitive in global economy and their policies regarding the education of gifted and talented individuals. In this study, the researcher analyzes the education policies of gifted and talented individuals and their implementations in Germany, The Netherlands, Sweden and Turkey. Using the horizontal and descriptive approach of the comparative education, the researcher classifies and analyzes the data on the education of gifted and talented individuals in five categories: Context, Regulations and Guidelines, Specific Provisions, Identification Process and Teacher Education. As a result of this study, it is seen that some significant steps have been taken and regulations have been carried out for the education of gifted and talented individuals in Germany, The Netherlands and Turkey. However, in Sweden the steps and regulations are limited. The interest in I/Q tests usage for identification of gifted and talented individuals has decreased in Germany and The Netherlands and apart from mainstream schools, several different specific provisions have been provided for the identified individuals in the related countries. Furthermore, some deficiencies have been indicated in these four countries in terms of teacher education.