4 The National Mathematical Centre (NMC) Gifted Education Project (GEP)
5 aimsform an enduring partnership network amongst academics in Nigerian tertiary institutions and abroad on one handand leadership and stakeholders in Secondary and Primary Schools on the other,
6 with immediate interests in enhancing mentorship programmes for all gifted children identified through the instruments designed by NMC and her partners.
7 The project's main goals is to improve the quality of Gifted Education in Nigeriato make Nigerian identified gifted children achieve their highest potentialsand be able to compete favourably with gifted children of the world in achievements.EXAMPLES: MIKE & MIKE; PIUS
8 this project will produce a new generation of Nigeria leadership who have internationally acclaimed reputations.
9 The project will contribute to and, pave the way for high quality world class educationcapable of equipping the future professionals and scholars with the tools for becoming rigorous, world classhumanities, science and technology scholars and professionals.
10 This is critical to productivity, growth, national competitiveness and the diversification of the economy for the future.
11 It is expected that the project will positively affect the quality of Nigeria’s participation in international knowledge and knowledge- based export.
12 Ultimately, the project will rejuvenate the academia with internationally reputable scholars. Lastly, the project will significantly contribute to vision drive.
13 Problem Statement/Needs Assessment : The class of gifted Nigerians, which forms 5% of the population,has not received comparative attention as the rest of the population.
14 this class of people has the potential to achieve more than the rest of the population, in terms of inventions, innovations, improvements and development that will positively affect their environment.
15 The formula is 5:95:1;meaning 5% of the populationachieving 95% of inventionswith less than 1% of the investments.
16 One of the criteria for assessing the quality of Gifted Education in a country the consistent top ranking achievement of the citizens’ participation in international knowledge-based competitions
17 So far Nigeria’s success has been sporadic and random. The world black population is 10% of the world population.Nigeria been a worthy representation of the black race,it does follow that a Nigerian should consistently feature in top ten in most world knowledge-based competitions.So far this has not been the case.
18 Who are our dependable partners in achieving this goal?
19 STATES MINISTRIES OF EDUCATION UBECSUBEBMILITARY EDUCATION CORPPRIVATE SCHOOL PROPRIETORSHIP
20 They are strategically positioned for this project because of strategic location in cities with universities,Colleges of Education and many research institutesmake mentorship programme with academicians very easy
22 Students who are gifted excel, or are capable of excelling, in one or more areassuch as general intelligence, specific academic studies, visual anperforming arts, physical ability, creative thinking,interpersonal and intrapersonal skills.
23 Giftedness in a student is commonly characterised by an advanced pace of learning, quality of thinking orcapability for remarkably high standards of performancecompared to students of the same age.
24 Although these students are capable of outstanding achievement, the learning environment is pivotal to enabling them to demonstrate and develop their abilities.
25 Students who are gifted are at risk of underachieving and disengaging from learning if they are not identified and catered for appropriately.
29 Although the cerebrum is symmetrical in structure, with two lobes emerging from the brain stem and matching motor and sensory areas in each,certain intellectual functions are restricted to one hemisphere.
30 A person’s dominant hemisphere is usually occupied with language and logical operations, while the other hemisphere controls emotion and artistic and spatial skills.In nearly all right-handed and many left- handed people, the left hemisphere is dominant.
31 Approaches to fast tracking and enhancing independent learning for gifted children
32 ACCELERATIONAcceleration is a system of allowing pupils an express route through the usual pace of schooling. It is also known as fast tracking, and, in the USA, as grade skipping. It can take two forms:• Acceleration of cohorts. For example, pupils may be allowed to take one or more GCSEs early and thus to move on, in advance of their peers, to A-level work and university modules. When this involves obtaining an early qualification, it is known as fast tracking.
33 • Acceleration of individuals, frequently known as accelerated learning. For example, they may be allowed to work with older pupils for some sections of the timetable or in some subjects.The process of acceleration, depending on its design, can thus be one form of enrichment.
34 ENRICHMENTEnrichment, as Teare (1997) points out, has been variously described asA higher quality of work than the norm for the age group;Work covered in more depth;A broadening of the learning experience;
35 Promoting a higher level of thinking; The inclusion of additional subject areas and/or activities;The use of supplementary materials beyond the normal range of resources.’
36 WHY IS ACCELERATION AN IMPORTANT FOCUS IN THE EDUCATION OF GIFTED AND TALENTED PUPILS? By definition, some gifted and talented pupils at least are characterised by a tendency to develop and learn at a faster rate than their peers, Some would argue that this applies to all such pupils.Acceleration is thus suited to the needs of these pupils.It is also argued that at least some highly able pupils become bored, impatient and even disaffected if they are obliged to undertake lessons at the same rate or level as their peers.Schools may feel under pressure, for example from parents or from high-profile cases in the media, to consider acceleration programmes.
38 ◄ 51th IMO 2010 ► Puis Aje Onah S SS 2 MOUNT SAINT GABRIEL SECONDARY SCHOOL, MAKURDI
39 International Mathematical Olympiad 52ND IMO 2011Chigozie Henry Aniobi, SSS 1,NIGERIAN-TURKISH INTERNATIONAL COLLEGE, KANO, NIGERIA
40 2009 WASCE TOP 100 PUPILS ABEOKUTA GRAMMAR SCHOOL, ABEOKUTA ADEYEMI COLL. OF EDUCATION DEM. SCH., ONDOAIR FORCE SEC SCH, IKEJAAIR FORCE SEC SCH, MAKURDIAIR FORCE SEC SCH, PORT-HARCOURTBAPTIST HIGH SCHOOL, JOSBRITACH SEC SCH., UMUAHIACHRIST AMBASSADORS COLLEGE, IBADANCHRIST THE KING COLLEGE, GWAGWALADA, ABUJACHRIST THE REDEMER COLLEGE, VALLEY, SAGAMUCHYVIK MODEL SECONDARY SCHOOL, OBECHIE
41 COMMAND DAY SEC. SCHOOL, ODOGBO, IBADAN CORONA SECONDARY SCHOOL, AGBARADANSOL HIGH SCHOOL, IKEJADE-WORLD INTERNATIONAL SEC. SCH., PORT- HARCOURTFAITH ACADEMY, CANAAN LAND, OTAFEDERAL GOVERNMENT ACADEMY, SULEJAFEDERAL GOVERNMENT GIRLS COLLEGE, ONITSHAFEDERAL GOVT. COLLEGE, IJANIKINFOUNTAIN HEIGHTS SECONDARY SCHOOL, SURULERE
43 REDEEMER’S INTERNATIONAL SEC SCH, MARYLAND SACRED HEART CATHOLIC COLLEGE, ABEOKUTASAINT BRIDGET’S COLLEGE, UMUEZE, ABASAINT CHRISTOPHER’S JUNIOR SEMINARY 3-3 ONITSHASAINT GREGORY’S COLLEGE, LAGOSSAINT THOMAS COLLEGE, AKURESHARON ROSE COLLEGE, SAKIST. JUDE PRIVATE SEC SCH., FESTAC TOWN, LAGOSST. MICHEAL’S C.S.S., UMUEHILEGBU, UMUOCHAMSTELLA MARIS COLLEGE, LIFE CAMP, ABUJA
44 THE INTERNATIONAL SCH. UNIVERSITY OF IBADAN, IBADAN THE LAGOON SECONDARY SCHOOL, LEKKITRINITY INTERNATIONAL COLLEGE, OFADAUNIVERSITY OF NIGERIA SEC SCH., NSUKKAVIVIAN FOWLER MEM. COLLEGE FOR GIRLS, IKEJAZINNIA COLLEGE, IKEJA
45 MAXIMUM EXPECTED SCORE MESMINIMUM SCORE RECORDEDMSRHIGHEST SCORE RECORDEDHSRAVERAGE SCORE RECORDEDASRMINIMUM NATIONAL SCOREMNSMINIMUM EXPECTED SECONDARY SCHOOL SCORE (MESSS)TEST 130519.12415TEST 222911.12110TEST 3750.063.55.60275.0TOTAL13525
46 IGCNGCSGCECCECNumber of students799336359Percentage of students0.818.104.22.1681.2%
47 NATIONAL KNOWLEDGE FESTIVAL ANNUALSTATE HOSTINGSELECTING OF NATIONAL TEAMSSUBJECTS