Academic journal article CEPS Journal : Center for Educational Policy Studies Journal

Gifted Education and Talent Support in Germany1

Academic journal article CEPS Journal : Center for Educational Policy Studies Journal

Gifted Education and Talent Support in Germany1

Article excerpt

While the focus in Germany was initially on disabled children only, the promotion of gifted and talented children has become increasingly important. Different organisations and institutions, ranging from parents' associations to foundations, offer a large variety of measures catering for the special demands of gifted and talented children, enabling the exchange of information on giftedness and the cooperation of different institutions. Talented children are also provided with access to scholarships as well as to special academies and competitions on different topics. Furthermore, educators and researches involved in the promotion of giftedness can attend conferences as well as gaining qualifications as specialists in gifted education and talent support. In addition to these nationwide, extracurricular measures, the individual federal states offer various acceleration and enrichment activities for children with high abilities at school. Overall, this leads to a diverse system of gifted education and talent support in Germany. It does, however, mean that Germany lacks a common national strategy of gifted education and talent support due to the lack of networking of the individual federal states. By exchanging ideas and information on their applied concepts of ability promotion, the federal states could benefit from each other's expertise and experiences. Further improvement could be achieved if concepts of gifted education and talent support were to become an integral part of various discussions, such as those on inclusive education or on the results of international comparative studies (e.g., PISA, PIRLS or TIMSS).

Keywords: gifted education, talent support, Germany, federal states, foundations, associations, enrichment, acceleration

Izobrazevanje nadarjenih in spodbujanje talentiranih v Nem?iji

V Nemciji so bili v zacetku osredinjeni predvsem na otroke s posebnimi potrebami, zdaj pa je vedno pomembnej?e tudi podro?je spodbujanja nadarjenih in talentiranih otrok. Razli?ne organizacije in ustanove - od zdru?enj star?ev do razli?nih fundacij - ponujajo razli?ne dejavnosti za posebne zahteve nadarjenih in talentiranih otrok. Poleg tega med njimi potekajo izmenjava informacij o nadarjenosti in razli?ne vrste sodelovanj. Talentirani otroci imajo tudi mo?nost pridobiti razli?ne ?tipendije, imajo dostop do posebnih akademij, zanje so organizirana tekmovanja na razli?nih podro?jih. Poleg tega se u?itelji in raziskovalci, povezani s promoviranjem nadarjenosti, lahko udele?ujejo konferenc ter pridobijo specializacijo na podro?ju izobra?evanja nadarjenih in podpore talenti- ranim. Poleg teh nacionalnih zunajkurikularnih ukrepov posamezne zvezne dr?ave ponujajo veliko obogatitvenih dejavnosti za sposobnej?e otroke tudi v ?oli. To vodi v raznolikost sistema izobra?evanja nadarjenih in spodbujanja talentov v Nem?iji. V Nem?iji tako manjka skupna na- cionalna strategija izobra?evanja nadarjenih in spodbujanja talentov, tudi zaradi pomanjkanja mre?enja med posameznimi zveznimi dr?avami. Z izmenjavo informacij o implementiranih konceptih promoviranja na- darjenih bi zvezne dr?ave lahko pridobile ustrezne izku?nje in stroko- vna znanja. Izbolj?anje bi lahko dosegli tudi s tem, da bi se o tematiki razpravljalo na razli?nih strokovnih podro?jih, kot na primer inkluzivno izobra?evanje ali rezultati mednarodnih primerjalnih ?tudij (npr. PISA, PIRLS, TIMSS).

Kljucne besede: izobrazevanje nadarjenih, podpora talentom, Nem?ija, zvezne dr?ave, fundacije, zdru?enja, obogatitvene dejavnosti, hitrej?e napredovanje

Introduction

The promotion of gifted and talented children is becoming increasingly important in Germany. Originally, the focus was on disabled children, as it was assumed that talented children can easily deal with their learning process and thus would not need extra support. Following the principle of equal opportuni- ties, the school system therefore catered for disabled children. In some cases, this issue can still be found in the current debate on inclusion. …

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