Gifted education in Ghana is not well developed due to unavailability of formal policy on it. Ghana is rapidly developing and hence the need to develop a vibrant economy based on innovation and technology. However giftedness and talent development is still a challenge so this study seeks to investigate the view held by early grade teachers on gifts and talents in children and also find support for a firm policy on it. The respondents were drawn from 10 junior high schools in the Ashanti Region of Ghana with a population size of 100 early grade teachers. A sample size of 20 teachers were selected from the population size based on how older the school is and low staff turnover ratio. The study employed the interview and questionnaire method of gathering data. The study was significant in that it will unveil the urgent need for mobilising support for encouraging and nurturing giftedness and talent development in Ghana. The data collected was analysed and it revealed the findings below. Firstly most respondents saw the need for development of giftedness but held the view that differentiated education was a form showing partiality. Mixed education will make gifted learners to support less able learners. Also, respondents training they acquired was devoid of the offering special service for the gifted. Respondents supported the idea that formal policy on giftedness and talent development education is long overdue since it can strongly develop an agrarian economy like Ghana into technological one.

Authors:
Kwaku Sarpongsei Boateng, AAMUSTED, Ghana

About the Presenter(s)
Mr KWAKU SARPONGSEI BOATENG is a University Assistant Professor/Lecturer at AAMUSTED in Ghana

See this presentation on the full schedule – Monday Schedule

Bookmark