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The Relevance of Special Schools for the Gifted and Talented in Tanzania Education System

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dc.creator Possi, Mwajabu K.
dc.date 2016-02-10T07:38:05Z
dc.date 2016-02-10T07:38:05Z
dc.date 2003
dc.date.accessioned 2018-04-18T11:49:34Z
dc.date.available 2018-04-18T11:49:34Z
dc.identifier Possi, M.K. (2003). The Relevance of Special Schools for the Gifted and Talented in Tanzania Education System. Papers in Education and Development, Volume 23,. pp 24—45.
dc.identifier http://hdl.handle.net/123456789/317
dc.identifier.uri http://hdl.handle.net/123456789/10024
dc.description http://www.ped.ac.tz/index.php/dcm/issue/view/73
dc.description This paper discusses the rationale for special schools for the gifted and talented learners in Tanzania. It provides the definition of gifted and talented learners as well as a historical background of their education. The prevalence of the gifted and talented learners and how they are identified and placed in schools are also discussed. The characteristics of the learners have been detailed. Facts and myths about the learners are also highlighted. The paper provides rationale for and types of programmes for gifted and talented learners with steps for identification. Several questions have been raised which lead to the conclusion that the system of special schools for the gifted and talented learners in Tanzanian has to be contextualised. Alternatives to special schools such as differentiation instructions, fostering creativity, encouraging peer learning and modelling diverse aptitudes and abilities should be encouraged instead of special schools, which may be very expensive for the moment, and at times inappropriate for some gifted and talented learners. Other alternatives include enrichment programmes, ability grouping and acceleration.
dc.language en
dc.subject Tanzania Education System
dc.subject Schools for the Gifted and Talented
dc.title The Relevance of Special Schools for the Gifted and Talented in Tanzania Education System
dc.type Journal Article, Peer Reviewed


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