Education Ministry Approves Regulations for Gifted Schools with 70 Articles in 9 Chapters

In a move aimed at strengthening the specialized education system, discovering and nurturing the talents of gifted national students, and developing their capabilities, Minister of Education Eng. Jalal Al-Tabtabaee approved the regulations governing gifted schools. This approval establishes a comprehensive regulatory framework for the operation of these schools, enhancing their ability to provide a specialized educational environment that responds to the nature, needs, and abilities of gifted learners, and supports the transformation of their talents into scientific and creative achievements that serve the future of the State of Kuwait.

The Ministry of Education emphasized that the regulation, issued with 70 articles distributed across nine chapters, sets a comprehensive framework for the operation of gifted schools. This framework begins with nomination, identification, and admission mechanisms, and extends to the academic curriculum, enrichment programs, and assessment, culminating in student monitoring, ensuring their rights, and developing their talents within an educational environment designed to suit their abilities.

The Ministry clarified that the provisions of the regulation apply to gifted schools, enrolled gifted students, and members of the supporting academic, administrative, and technical staff. It noted that the study covers educational stages determined by the Minister of Education, with implementation starting in the middle school stage, from the sixth to the ninth grade, beginning in the 2026/2027 academic year. The implementation schedule for other stages will be determined by ministerial decision. The Ministry pointed out that gifted schools are administratively, technically, and financially affiliated with the Gifted Students Office.

It was further explained that the regulation adopts a scientific system for identifying gifted students, relying on standardized and approved tools to measure general intellectual ability, academic achievement, and creativity, alongside personal interviews. Candidates are ranked based on test and interview results, and admissions are approved within the available capacity of each school. A waiting list is prepared for each identification cycle, comprising those who passed the tests but could not be accommodated, who are called upon to fill vacant spots.

The Ministry added that gifted schools follow the official curricula of the Ministry of Education, with the addition of an enrichment subject as a core course, consisting of two weekly periods. This enrichment includes academic enrichment, practical projects, thinking and problem-solving skills, as well as achievements in activities and competitions. This approach contributes to shifting the educational process from a focus on academic achievement to developing learners' capabilities in research, application, and creativity.

The Ministry also confirmed that the regulation takes into account the nature of specialized education for gifted students by providing a suitable classroom environment, specifying a maximum of 16 students per classroom. Additionally, the Ministry provides transportation for students from various regions of the country, in accordance with working hours and scheduled educational programs.

The Ministry of Education noted that the regulation establishes a special assessment system for the enrichment subject, totaling 100 points. These points are distributed as follows: 60 points for the project, 20 points for achievements in activities and competitions, and 20 points for work encompassing thinking skills, participation, interaction, behavior, and handling of tools. This reflects the focus of gifted schools on achievement, application, and skills, alongside academic knowledge.

Finally, the Ministry clarified that a student’s continued enrollment in gifted schools is subject to two clear criteria: a final overall average of no less than 90 percent, and a score of no less than 75 in the enrichment subject. This ensures that the level of these schools remains consistent with their founding purpose and that enrollment remains a commitment to a comprehensive care program for the target group.

The Ministry noted that if a student’s academic performance declines during the first semester, the school is obligated to notify the parent or guardian, refer the case to the school’s Gifted Care Committee, and develop a documented remedial care plan in coordination with the school psychologist, social worker, and teachers. The outcomes of this plan are monitored, and the student’s enrollment is not finalized until the end of the academic year, after all such procedures have been exhausted. The parent’s right to appeal is guaranteed, and the student may be transferred to a regular public school without being considered a repeater or having failed a grade, if it is determined that the program is unsuitable for their condition.

The Ministry emphasized that the regulations mandate the establishment of a Gifted Care Committee in every school, chaired by the principal and comprising assistant principals, department heads, the school psychologist, and the social worker. This committee reviews cases of academic difficulty, approves care plans, and submits its recommendations to the Gifted Office. Additionally, each school must employ a psychologist and a social worker to monitor the psychological and family aspects of students’ well-being and to communicate with parents.

The Ministry affirmed that the regulations enhance individual monitoring for each gifted student by creating a cumulative portfolio from the time of enrollment. This portfolio includes screening test results, psychological and academic files, projects, activities, competitions, periodic reports, counseling sessions, and care plans. It serves as a comprehensive reference for evaluating the student and making decisions regarding their educational trajectory, while ensuring the confidentiality of their data.

The Ministry of Education clarified that the regulations guarantee students a set of rights, including access to an educational and enrichment program tailored to their abilities, an environment, tools, and resources that support their giftedness, the right to seek scientific, psychological, and social counseling, protection of their data privacy, and the right to review the assessment of their projects and grade components.

Furthermore, the regulations affirm the parent’s right to review the academic, enrichment, and extracurricular programs, as well as the conditions for continued enrollment, before registering their child. Parents also have the right to monitor the student’s progress, access their cumulative portfolio, and learn about the measures taken regarding their continued enrollment, thereby strengthening the partnership between the school and the family in nurturing giftedness and tracking its development.

Reflecting the Ministry of Education’s commitment to transforming students’ creativity into protected achievements, the regulations affirm the student’s ownership of their projects, innovations, and works. They stipulate that the Gifted Office take necessary measures to protect these rights whenever the work results in intellectual property or a patent, in coordination with relevant authorities.

Regarding teaching staff, the Ministry explained that the regulations define a distinct professional role for teachers in gifted schools, focusing on developing students’ abilities rather than mere instruction. This approach involves stimulating critical thinking and inquiry, accommodating individual differences, and utilizing project-based and inquiry-based learning. The teaching load is set at 12 periods per week, with the remaining time dedicated to developing enrichment materials, providing individual supervision of student projects, training students for competitions, preparing periodic reports, and participating in training programs and workshops. This enhances the teacher’s role as a supervisor and guide in the student’s gifted development, alongside their instructional duties.