Gifted Education in Egypt: Analyses from a Learning-Resource Perspective

Autor/inn/en	Ayoub, Alaa Eldin A.; Abdulla Alabbasi, Ahmed M.; Morsy, Ahmed
Titel	Gifted Education in Egypt: Analyses from a Learning-Resource Perspective
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2082118 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ayoub, Alaa Eldin A.) ORCID (Abdulla Alabbasi, Ahmed M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2082118
Schlagwörter	Gifted Education; Educational Resources; Foreign Countries; Educational History; High School Students; Science Education; Special Schools; Public Agencies; Identification; Elementary Secondary Education; Social Capital; Cultural Capital; STEM Education; Student Attitudes; Attitude Measures; Egypt + Suchen Sie Ihr Suchwort? Bildungsmittel; Ausland; History of education; Bildungsgeschichte; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Special school; Sonderschule; Öffentliche Einrichtung; Identifikation; Identifizierung; Sozialkapital; STEM; Schülerverhalten; Ägypten
Abstract	The interest in the education of gifted students in Egypt began since 1962, when the first school for the gifted was established. In 2005, a clear decline was observed in the number of students enrolled in the high school science section due to some practical and economic reasons. Consequently, the Egyptian Ministry of Education launched STEM schools for gifted students in math and science in 2011, to support gifted students and provide them with varied opportunities to develop their skills and abilities. Moreover, the Ministry of Higher Education established many specialized centers for gifted students. This study aimed to explore the real situation of gifted education in Egypt, from the learning-resource perspective. The researchers contacted and collated reports from many institutions in Egypt, including the Ministry of Education, the Ministry of Higher Education, and the Centers for Gifted students. Moreover, some tools were developed to collect data about the real situation of gifted students in Egypt. Our analysis showed a tangible progress in gifted education; examining the exogenous and endogenous learning resources revealed the strengths and weaknesses of gifted education in Egypt. We recommend the need for more efforts to provide this exceptional student category with proper opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01