Back in South Africa, in the early 90s, I was invited to take part in programmes offered at the Johannesburg College of Education's "Gifted and Talented Center".
I can barely remember much about it. I recall that I did courses in electronics, drama, programming, and study techniques. Further, I remember the buildings and the general feeling of the place (massive buildings, alcoves with chairs and windows in the long passages between primary blocks, etc.).
However, I couldn't remember very much around the nature of the programme (if, indeed, I ever knew anything about it) - who funded it, how were pupils identified, etc.
I tried searching online but to no avail, there was one hit on someone's personal blog, but that was it.
I did, however, manage to find the director of the JCE Gifted Child Enrichment Center from the time I attended and took a chance, asking him if he'd be willing to provide me with some information.
He response was both generous and massively helpful.
What I think I may do is try and dig up references I can use to corroborate the information he has provided, and put up the information on wikipedia - surely there are others out there who attended and who have the same kinds of questions I did.
Rather than paste his words verbatim, I'll paste a quick summary of the information he has provided to me, with the notion that I'll make the full correspondence (with appropriate reference to the source) available if/when required. For now I'll keep things as anonymous as possible. His full response is a lot more comprehensive.
The Questions
Who was behind the programme?
It was driven by the National Department of Education, with the JCE based programme being specifically under the (then) Transvaal Education Department.
The programme spun out of an international enthusiasm (driven initially by the US) for "Talented and Gifted" (TAG) programmes.
How were children selected for the programme?
The "identification and selection process was quite comprehensive" with children being identified, it seems, initially (or, primarily, I guess) through teachers, and were then evaluated by school psychologists/psychometrists or at the centers themselves.
Those children with IQ ranges in the above average or gifted ranges were then invited to the school.
What were the overall aims of the programme?
The aims were to encourage the participants to develop their talents and interests in order to fulfill their potential and contribute to society. Many gifted students do not realize that they have such potential, some/many underachieving or dropping out.
Reflections
I remember that at one point, all the children in my year -- perhaps all the seniors in my primary school -- took some kind of general intelligence test. I genuinely can't recall the details or the question types.
What I do know is that a little while after, my teacher called me to the front of the class, gave me some information to pass on to my parents, and then I was off to the JCE campus every Friday afternoon (I think) to do all these cool classes.
I do think, however, that they were somewhat wasted on me. It's hard to say, but I think it was true. The problem is that at that point, my home life wasn't particularly conducive to learning. And there wasn't really much emphasis put on doing well at school.
So, firstly, I saw no reason to really pay attention to anything. And, secondly, even when I did pay attention, I had no real idea about how to focus, what to pay attention to, etc.
I spent the better part of my schooling simply daydreaming.
Much better, for me, would have been someone who just sat with me and helped me focus - helped me learn the way that I learn. Without that preparation, I don't think it would've mattered what kinds of enrichment came my way - I was barren ground. I don't think that anything would've taken root.
I'm sure that there were many children there who got a lot out of the programme - and while I'm genuinely, deeply grateful that the opportunity came my way - my guess would be that the ones who flourished in the programme were likely already flourishing in school.
I can't speak with authority on any of this except in my own case -- I think that it's partly because I only realized when I started studying for my undergraduate degree that I learn better when I learn from books. Lessons, lectures, and (these days) videos just do not work for me unless I've already covered the work on my own. The so-called "
flipped classroom" methodology fits my learning style perfectly. I go in prepared, having covered the work, I'm able to ask clarifying questions, I have no anxiety about missing something and being lost.
It may sound stupid, but if someone had simply shown me how to use books - how to engage with a text, shown me I can write in margins, how some texts take longer to process, etc. -- that would've been enough. No need for gifted child programmes - simply show me how to read a book, how to work through the exercises, explain how much time is needed to do mathematics, to read philosophy.
That would've been it.
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