Gifted Schools

The first column: We look forward to giving attention to the issue of human rights within the new educational track system for the secondary stage (the law track), especially since interest in it was present in several courses prior to the adoption of the latest curriculum system.

The Ministry of Education’s decision to establish a gifted students’ school program is well-founded. This is a global experience that is not new, and we can build upon it based on what has resulted from its implementation in other countries.

A number of questions arise regarding this decision. The first is the definition of “gifted,” as this term inherently implies favoring one student over another. Therefore, the concept must be framed in competitive rather than preferential terms among students.

We also raise further questions: What kind of teachers and administrators will manage this project? Will these schools, if expanded, become elite institutions for a select group of students? Or will the approach involve designating specific classes, laboratories, and programs within traditional schools to continue implementing the initiative? How will the outputs of the system be linked to other institutions, such as universities, research centers, and scientific organizations? How will the outputs of gifted students’ schools be connected to the labor market? And will rewarding gifted students involve accelerating their progression through scientific subjects, or enrolling them in early university programs?

Implementing this program practically may require issuing legislation, laws, and regulations to facilitate the transition of gifted students from one environment to another (from a regular school to a gifted students’ school, skipping certain scientific subjects, early graduation, and so on).