AN EXAMİNATİON OF PRACTİCES FOR GİFTED STUDENTS İN TÜRKİYE AND KAZAKHSTAN

Abstract

Abstract

This research aims to examine gifted education practices in Turkey and Kazakhstan from a comparative perspective. The study utilizes document analysis, a qualitative research method. In this context, policy documents, legal regulations, and practices related to the education of gifted individuals in both countries were systematically examined from publicly available official sources. The findings indicate that both Turkey and Kazakhstan have been striving to develop more systematic policies for the education of gifted individuals in recent years. In Turkey, the education of gifted individuals is organized through Science and Art Centers (BİLSEM) and is conducted on the basis of a multi-stage identification process. In Kazakhstan, a more institutional, selective model is implemented, spearheaded by institutions such as the Nazarbayev Intellectual Schools and the Daryn Center (NEODM). Overall, while both countries share similar goals of developing the potential of gifted individuals, they follow different methods in terms of institutional structure, identification processes, and measurement and evaluation approaches.

Keywords: Gifted children, Comparative education, Türkiye-Kazakhstan, BİLSEM (Science and Art Centers), Identification processes.