EDUCATION OF GIFTED AND TALENTED CHILDREN IN ETHIOPIA: A SYSTEMATIC LITERATURE REVIEW

The purpose of this review article is to examine the education of gifted and talented children in Ethiopia and to suggest possible strategies for improvement. To this end, related international and national policy documents, reports, and research outputs were reviewed intensively. The paper has provided information concerning the legal and policy intentions, educational provisions and challenges, and suggested strategies to improve the gifted and talented education in the country. Accordingly, regarding the legal and policy contexts, a country has clear and relevant legal and policy frameworks, strategies, and implementation guidelines to accommodate gifted and talented students. Also, an appreciable attempt was made to raise the stakeholders’ awareness of those legal and policy documents. However, a considerable gap has been observed in terms of its implementation, and the major identified issues that need to be reconsidered include students’ identification and assessment process, the rigidity of the curriculum, teachers’ pedagogical skills, practices of enrichment and acceleration approaches, utilization of assistive technological devices, and stakeholders’ collaboration. Consequently, a paper forwarded scholarly suggested school-wide strategies, and teacher strategies for supporting and improving the education of gifted and talented students in inclusive schooling.