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3.2.8 Can we legislate for gifted education?

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. If countries are to meet the call for inclusive and equitable quality education and promote lifelong learning for all by 2030, then examining legislation and policy for gifted education alongside the implementation of such policies becomes a crucial component in this process. This study will consider how policy/legislation impact and support gifted learners, and then look to identify how policy/legislation can be better informed by research and theory within gifted education.

Author(s):

Kai Zhang
k.zhang.2@research.gla.ac.uk
University of Glasgow
United Kingdom

Kai Zhang received a BA in Law from the East China University of Political Science and Law and MSc in educational studies from the University of Glasgow. In this year, he got scholarship Co-sponsored by the University of Glasgow and Chinese Government and started his PhD study in gifted and talented education. Before coming to the UK, he worked as a legal counsellor and educational researcher for a Chinese Institution mainly in the in the field of educational legislation and policies. The legal and educational background particularly support his research in gifted education.