Early childhood education
Educational legislation and policies
International and comparative education
Legislation and Policies for Gifted Education: A Comparative Research between China and Scotland
Across the globe, countries are considering how to ensure they meet the 17 sustainable development goals developed by the United Nations that are to be achieved by 2030. Sustainable development goal 4 calls for nations to ensure that they have developed inclusive and equitable quality education and promote lifelong learning for all by 2030. This study will contribute to this goal by considering the place of gifted education within general education and consider how developing quality and equitable gifted education could be used as a catalyst for raising attainment for all.
There are many published works considering gifted and talented education, as well as related legislation and policies, but only a few compare the similarities and differences between eastern and western education. In addition, research at this point has not benefitted from a comparative perspective thus allowing for a more nuanced understanding of the educational legislation and policies. Therefore, this research will build on the bridge work done in three areas: 1.legislation and policies for gifted education; 2.gifted and talented education; 3.comparative education taking into consideration the importance of educational legislation and policies.
This cross-national study will compare and contrast the similarities and differences between legislation and policies for gifted education and the way they are operationalized within each country in order to support gifted education and gifted learners. In addition, my PhD research aims to understand how national legislation and policies in an eastern country China and a western country Scotland support gifted education and subsequently meet the additional learning needs of gifted students. It also aims to provide a theoretical basis and basic ideas for the future legislation of gifted education.
Co-sponsored by the University of Glasgow and Chinese Government
PhD researcher, School of Education, College of Social Sciences, University of Glasgow
MSc in Educational Studies, School of Education, College of Social Sciences, University of Glasgow
BA in Law, School of Law, East China University of Political Science and Law