Εκπαιδευτικές πολιτικές για χαρισματικούς μαθητές στην Αγγλία και τη Φινλανδία. Συγκριτική μελέτη.

Abstract

The purpose of the paper is to compare the educational policies applied in European countries, particularly in England and Finland, with regards to the education of giftedstudents. In particular, different educational policies are presented in order to respond to the particular educational needs of the giftedpupils and so as to maximize their talents and skills in each of the two countries mentioned above.

Initially, the policies adopted by the English education system for the education of giftedstudents are presented. The "English model" is presented, which is based on traditional models of giftedstudents’ education, and forms the basis of the wider national educational program offered to students of all ages and to all schools funded by the UK government. A key advantage of the "English model" is that it uses elements from the existing models of gifted students’ education to create an approach that setsgifted education in the overall educational policy as well aswithin the wider social policy’s objectives as it gives the opportunity to promote and cultivate giftedstudents from lower social strata.

Continuously, there is a historical review of the policies adopted by the Finnish educational system and enhance charismawhile at the same time its basic principles are being analyzed such as decentralization and adaptation of the teaching procedure to the particular needs and potentials of each student. The policies pursued for giftedstudents at each level of education are also being presented, while at the same time, reference is made to the way in which the Finnish educational model incorporates the different types of intelligence suggested by Gardner.

Finally, the conclusions from the comparative study of the educational policies of these two European countries, regarding the training of giftedstudents, are being presented.