Εκπαίδευση χαρισματικών παιδιών: Η περίπτωση του Ηνωμένου Βασιλείου

Abstract

This study attempts to give a generous outline of the educational policy followed by the United Kingdom in terms of charismatic and talented students. The study of educational policy for charitable students in UK schools is based on the following guidelines: (a) national legislation, regulations and special provisions on charisma; (b) the criteria for the recognition of charismatics and, therefore, charismatic (c) vocational education and / or teacher training; and (d) educational priorities and perspectives (Mönks & Pflüger 2005).

The response of the English educational system to the needs of talented pupils is characterized by a long tradition, extending at least in 1944 (Reid & Boettger 2015). Initially, it aimed at detecting and enhancing the educational achievements of students with higher skills in socially deprived areas, and then expanded to all age groups and schools in England (Brady & Koshy, 2014). This includes the "Excellence in Cities" program (DfEE, 1999), the results of which led the 2007 British Governments to develop a national strategy for the education of gifted and talented children (NAYTY) (Brady & Koshy 2014 ; Koshy, Smith & Casey 2017).

Research reveals a momentum in the development of charismatic education in the United Kingdom, both in primary and secondary schools, and in tertiary education. What is worth noting is that special educational provision for charismatic and talented students is in line with the leading role that England claims in the modern globalized world (Campbell et al. 2007).