[Testing/CNA] The Big Read: 'Excuse me, are you gifted?' A deeper look at gifted education and its relevance to society

SINGAPORE — At work, Ms Neha Dharma is like any of her other colleagues. The 24-year-old Singaporean human resource consultant based in Sydney, Australia does not have all the answers, sometimes makes mistakes and even gets chided by her boss. 

This was perhaps not what her 10-year-old self would have imagined when she was part of a small group of pupils specially selected from Singapore schools to attend the Gifted Education Programme (GEP). 

“We were told (by our teachers) that we’re all gifted... that we should be doing better. I started putting pressure on myself because I slowly started believing this idea that I should be gifted,” said Ms Dharma, noting how the “gifted” label came with unrealistic expectations set not only by teachers and parents, but also herself. 

Nevertheless, she enjoyed the stimulating classes and group projects under the GEP at St Hilda's Primary School — though she didn't do as well as she expected in her Primary School Leaving Examination (PSLE), getting 253 out of a possible 300 points under the old scoring system. 

Recalling how she was "devastated" at her results, Ms Dharma said: “At that moment, I felt like I had messed up my entire life... I came to the conclusion that I was not gifted like I was told, and I wasted everyone's time and resources.” 

She went on to study at Raffles Girls' School and later graduated from Australia's University of New South Wales in 2022 with a bachelor's degree in commerce.

Now, at the workplace, her "giftedness" is not something she would bring up "because it's weird talking about something that happened so long ago, and I don't think I'm special or gifted".

Similarly, Mr Edric Sng does not consider himself particularly extraordinary but he credits his time in the GEP as having spurred his love for learning.

The 44-year-old pastor of Bethesda (Bedok-Tampines) Church was part of the GEP from 1989 to 1991 at Anglo-Chinese School (Primary), and from 1992 to 1995 at Anglo-Chinese School (Independent). The GEP for secondary school students was discontinued in 2008.

“I remember when learning literature in secondary school, we would act out plays and were allowed to explore the subject beyond just the fixed text,” said Mr Sng, who used to be a news editor. 

“I definitely enjoy learning because of how we were allowed to explore, wrestle with the text and curriculum and satisfy our curiosity.”

Ms Dharma and Mr Sng's experiences are not unique: Many GEPers — as students who have gone through the programme call themselves — have contributed to society in their own ways, even if some of them are quick to downplay their achievements or "giftedness".  

In response to TODAY's queries, the Ministry of Education (MOE) said GEP alumni have made significant contributions to both private and public service, in diverse fields including academia, arts, law, medicine, research, entrepreneurship and technology. It added that some have gained international recognition for their areas of specialisation and many are also active leaders in the community and social sectors.

But what exactly is "giftedness"? How is it measured? Can it be trained or nurtured? What is its relevance to today's educational systems and the workplace? 

The GEP — with all its pros and cons — is once again being dissected after Prime Minister Lawrence Wong announced at his inaugural National Day Rally this year that the programme would be discontinued in its current form to benefit more students and meet the development needs of such students. 

Among the changes: Students will be able to join higher-ability programmes from Primary 4 to 6 instead of just one time at Pri 4. The selection process will also incorporate teachers' day-to-day observations and students' work for a “more holistic and comprehensive” understanding of their abilities.

The moves represent a shift in how MOE defines and characterises gifted children. But as some experts pointed out, academic performance still remains central in defining a child’s potential to be stretched further through the GEP.

WHAT MAKES A CHILD ‘GIFTED’?

During a recent science class at St Hilda's Primary, a group of students excitedly raised their hands to answer Mrs Ushanthini Arumugam’s question about how the digestive system works.

A 10-year-old GEP pupil called on to answer replied that it “all ends up as NEWater”, referring to the output of Singapore's wastewater treatment system. 

Mrs Ushanthini, who has been a science GEP teacher for 11 years, told TODAY such a response from students in her GEP class are common as they tend to be quicker in comprehending class materials, show more curiosity than other children and often are aware about global issues.

“They are not limited to print-based text. They try to form relationships with conceived ideas with their own knowledge… and are able to build conceptual connections,” she said.

To engage her GEP students, Mrs Ushanthini says she adopts a knowledge-building teaching approach, which allows her to figure out what her students already know, before addressing any other concepts that they bring up. She also answers anything they are curious about, using it as an opportunity to guide them through the class learning objectives. 

"This knowledge-building culture promotes student agency as students discuss what they want to learn," she explained.

In comparison, students from the three non-GEP higher-ability classes she teaches usually benefits from more “scaffolding” questions and probing to help them arrive at learning objectives. While they are also curious, many are guarded about sharing their knowledge especially when it veers from the topic, she said.

Some gifted children might also display socio-emotional issues like have difficulty making friends or socialising with same-age peers, pointed out Dr Chow. 

Dr Nicole Chen, a clinical neuropsychologist from The Other Clinic, added that gifted children may have asynchronous development, which is when a child's intellectual abilities exceed their emotional or social maturity.

"These challenges can include feelings of isolation, as they may struggle to connect with peers who do not share their interests or intellectual level. They may also experience intense perfectionism, anxiety, or pressure to meet high expectations from themselves and others, leading to frequent burnout," she said.

Dr Chee Ai Lian, master specialist in gifted education at MOE’s Gifted Education Branch said: “Like all children, it’s important for these children to receive love, encouragement, affirmation and support. They also need the intellectual stimulation."

“With the refreshed model of GEP benefiting more students, these students will continue receiving the support they need.”

Dr Chee also noted that some children might be “late-bloomers” when it comes to displaying their potential. With the current GEP having a single national standardised test at Pri 3, these students might be left out.

“These learners differ in their readiness for advanced learning in different areas. So, even though a child could be precocious, they may not yet be ready to commit to more advanced learning,” she said.

But as these children mature and grow, they might eventually show signs that they enjoy the intellectual challenge.

“That’s why the refreshed GEP hopes to be able to pick up students at different junctures when they are ready, ensuring they are not left behind,” she said. 

GENIUS IN THE MAKING? 

As with any examination, children can be prepped to answer correctly and ace tests.

In Singapore, parents’ desire to secure a spot for their children in the GEP has sparked a booming secondary market of tuition centres for GEP prep. 

These centres, which can charge hundreds of dollars per class, promise to train students for such tests from as young as Pri 1. Among other services, they provide mock examinations and run through previous GEP tests to give their students a leg up, with one centre charging about S$180 for each test.

This is despite MOE discouraging parents from prepping their children for the GEP test.