RADBOUD UNIVERSITY NIJMEGEN Gifted Education in 21 European Countries: Inventory and Perspective Mönks, F.J. & Pflüger, R. February 2005 Gifted Education in 21 European Countries: Inventory and Perspective Initiator of the Inventory Die Studie "Gifted Education in 21 European The survey "Gifted Education in 21 European Countries: Inventory and Perspective” wurde Countries: Inventory and Perspective” was im Auftrag des Deutschen Bundesministeriums conducted on behalf of the German federal für Bildung und Forschung (BMBF) erstellt. ministry of education and research (BMBF). Das BMBF war bei der Abfassung der The BMBF was involved in formulating the Aufgabenstellung und der wesentlichen task and the framework. Randbedingungen beteiligt. The BMBF did not influence the results of the Das BMBF hat das Ergebnis der Studie nicht survey; the contractor bears sole responsibility. beeinflusst; der Auftragnehmer trägt allein die Verantwortung. Authors Prof. Dr. Franz .J. Mönks Drs. Robin Pflüger Radboud University Nijmegen Radboud University Nijmegen Center for the Study of Giftedness Gaesdoncker Beratungsstelle für Begabtenförderung P.O. Box 9104 Gaesdoncker Str. 220 6500 HE Nijmegen 47574 Goch The Netherlands Germany [email protected] [email protected] 2 Gifted Education in 21 European Countries: Inventory and Perspective Foreword The support for educating the gifted is booming in many European countries. The generally held opinion during the previous century was that highly able students did not need special attention or extra facilities. Consequently, the task of developing educational and other provisions for the gifted in schools was completely neglected. Only within the past couple of decades has it become more widely recognized and accepted that all children need support that is adjusted to their level of ability, whether low or high, in order to develop their potential to the fullest. The concept ‘giftedness’ (high ability, giftedness and talent are used synonymously) refers to the individual potential for high or outstanding achievement in one or more areas of ability. The requirements for the development of individual potential are personal dedication and motivation and a supportive social environment. A differentiated and differentiating curriculum is indispensable to the realization of equal opportunities for all. This can only be realized if there is a flexible school organization, a diversity of teaching methods and a richness of content in the subject matter. Under these conditions, gifted children and adolescents can develop according to their developmental and learning needs. This publication is an updated version of the report in the year 2003 (Mönks et al., 2003; se also Mönks & Pflüger, 2004) which reflects the state of affairs in the area of giftedness as of December 2004. The authors would like to thank all correspondents for their enthusiastic and efficient co- operation: Friedrich Oswald, Tessa Kieboom, Silvia Grossenbacher, Christian Fischer, Ole Kyed, Javier Touron, Kirsi Tirri, Todd Lubart, Aikaterini Gari, Laszlo Balogh, Colm O’Reilly, Adriano Pagnin, Lony Schiltz, Nina Linde, Willy Peters, Wieslawa Limont, Leandro Almeida, Carmen Cretu, Åke Edfeldt and Johanna Raffan. Special thanks to Dr. Michael Katzko for bringing the contributions up to a common standard of English. We hope that this survey will support the exchange of experiences among countries and will enhance mutual learning which, in turn, will contribute to the further development of European networking in this field. Franz Mönks Robin Pflüger Nijmegen, February 2005 3 Gifted Education in 21 European Countries: Inventory and Perspective Contents Gifted Education in 21 European Countries: Inventory and Perspective .................................................... 1 Initiator of the Inventory...................................................................................................................2 Gifted Education in 21 European Countries: Inventory and Perspective .................................................... 2 Authors............................................................................................................................................. 2 Foreword........................................................................................................................................................ 3 Summary.........................................................................................................................................................8 Survey............................................................................................................................................................. 9 ........................................................................................................................................................................ 9 Introduction................................................................................................................................................9 Method of Data Collection...........................................................................................................................10 National Correspondents................................................................................................................ 10 ISCED............................................................................................................................................ 10 Procedure........................................................................................................................................11 Results..........................................................................................................................................................12 Topic wise information (Tables)..............................................................................................................12 A) School Legislation, Regulations and Guidelines about Giftedness................................................12 B) Specific Provisions.........................................................................................................................13 C) Identification Criteria..................................................................................................................... 15 D) Teacher Training and/or Teacher Upgrading and Networks of Experience Exchange..................16 E) Priorities and Expectations.............................................................................................................17 Country specific information (Full Text)................................................................................................. 19 AT - Austria........................................................................................................................................ 19 .............................................................................................................................................................19 A. School Legislation, Regulations and Guidelines....................................................................... 19 B. Specific Provisions.................................................................................................................... 20 C. Identification Criteria.................................................................................................................21 D. Professional Training and/or Teacher Upgrading and Networks of Experience Exchange...... 21 E. Research and Professional Care and Counseling....................................................................... 22 F. Priorities and Expectations.........................................................................................................23 G. Addresses...................................................................................................................................24 BE - Belgium (Flanders)..................................................................................................................... 26 .............................................................................................................................................................26 A. School Legislation, Regulations and Guidelines....................................................................... 26 B. Specific Provisions.................................................................................................................... 26 C. Identification Criteria.................................................................................................................27 D. Teacher Training and/or Teacher Upgrading and Networks of Experience Exchange............. 27 E. Research and Professional Care and Counseling....................................................................... 28 F. Priorities and Expectations.........................................................................................................28 G. Addresses...................................................................................................................................29 CH - Switzerland.................................................................................................................................30 .............................................................................................................................................................30 A. School Legislation, Regulations and Guidelines......................................................................