Educational Provision for the Academically Gifted: Rhetoric or Reality? Case of Primary schools in Nyandarua District, Kenya

Abstract

Some gifted people have made invaluable contributions to the world that
shaped the destiny of humanity. Identification and development of gifts and
talents of gifted children has been viewed as critical in tapping this valuable
human resource. This study investigated the extent to which children who
had demonstrated evidence of high academic capability are assisted in
Kenyan primary schools to nurture their gifting. The study revealed varied
practices but showed that a lot remains to be done. The findings of the
study provide a useful empirical basis for action by policymakers,
curriculum developers, education administrators, teachers, parents and
other people interested in educational welfare of gifted children.

East African Social Science Research Review Vol. 23 (2) 2007: pp. 55-70