In this chapter, the authors use a policy and program perspective to explore the specific career development needs of gifted learners in Hong Kong. They first examine recent developments in gifted education and career education policies in Hong Kong, then draw on relevant literature to highlight salient career development needs of gifted learners. Next, consideration is given to possible priority content for career guidance programs for these students, and some existing programs are reviewed. The chapter ends with a summary of the implications for educators, counselors, researchers and policy-makers. Copyright © 2020 Springer Nature Singapore Pte Ltd.

The development and implementation of regular Spring, Summer, and Winter Gifted Enrichment Programs, Gifted Students Exchange Programs, and the Gifted Peer Mentoring Scheme provided by the Program for the Gifted and Talented (PGT) at the Chinese University of Hong Kong for gifted and talented students are briefly described. PGT also conducts research to advance the knowledge of gifted education and talent development and furthers the development of its gifted education provisions based on evidence-based information from research. Specifically, PGT does research on the assessment of giftedness and the special needs of local gifted and talented learners and conducts evaluation on gifted enrichment programs, course design and instruction, and students' performance. The uniqueness of PGT, future directions in the development of university-based gifted programs, and program evaluation research in gifted education in Hong Kong are discussed. Copyright ©Sage Publications Ltd.

Purpose:This study explores the contributions and effectiveness of the Jockey Club "Giftedness into Flourishing Talents" Project (Project GIFT) in supporting learner diversity in gifted education, including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong.Design/Approach/Methods:This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools. Through close cooperation with project schools, Project GIFT comprised six developmental areas: school development, curriculum development, teachers' professional development, parent empowerment, student development, and financial support. To further assess the usefulness of the school-based support provided by Project GIFT, this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components.Findings:This study reveals Project GIFT's significant role in promoting school-based gifted education in Hong Kong schools. Indeed, it was the first cross-institutional and research-based educational program in gifted education that intervened at both Level 1 (whole class) and Level 2 (pullout) of the three-tiered policy stipulated by the Hong Kong Education Bureau. One of the few gifted education programs implemented in Asia, Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs. This study shows that Project GIFT significantly enhanced diversity in learning, its collaboration with two key schools resulting in the successful enhancement of school development, professional development, curriculum development, student development, parent empowerment, and financial support.Originality/Value:The article fills the research gap by examining the effectiveness of a school-based gifted education program focused on enriching and differentiating curricula for different regular

Gifted education has the mission of providing a favorable learning environment and opportunities for the developmental trajectory of gifted students in quality education. In this chapter, researchers from four Asian societies share evidence on the policies, research and practices of gifted education in China, Hong Kong, Singapore and Taiwan. They examine current gaps and the potential for future development of gifted education by analyzing formal policy documents, administrative and research units established by the government and the education bureau or related organizations. The researchers analyze gifted education in these countries with regards to clarity, comprehensiveness, connectedness, feasibility for implementation, research-based nature, gaps in policy, practice, and research on gifted education and provide a discussion of the implications of each. Copyright © 2018 selection and editorial matter, Kerry J. Kennedy and John Chi-Kin Lee; individual chapters, the contributors.

In the previous literature on gifted education in Hong Kong, there has been little mention of special schools for gifted and/or talented students in Hong Kong except for GT College, Hong Kong's first college for the gifted. Some notable researchers in gifted education in Hong Kong have described the college briefly with regard to its admission policy but have not discussed its programmes. The present article aims to provide a more extended introduction about how GT College successfully nurtures its gifted and/or talented students to become future leaders in Hong Kong. The present article comprises a systematic overview of the historical developments of gifted education in Hong Kong. This is followed by a historical review of GT College. Then, GT College's learning and teaching philosophy is addressed followed by its innovative curriculum for gifted and/or talented students--Talent Development Programmes and Youth Development Programmes.
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Gifted students usually require much less time spent in practising and revising basic skills; instead, they benefit greatly from opportunities to work through the curriculum at a faster pace (acceleration). Teachers currently working with mixed-ability classes do not always find it easy to differentiate their teaching approach in this way, so there is a need to facilitate in-service professional development to provide teachers with practical strategies for implementing effective differentiation for gifted learners. In response, a project for primary school teachers was organized by a university in Hong Kong. The purposes of the project were (a) to "enhance the confidence of teachers" in planning and delivering differentiated lessons in specific key learning areas (KLAs) with particular reference to gifted students; (b) to "empower teachers with knowledge and strategies" necessary for designing and implementing a differentiated curriculum in KLA domains and (c) to establish a "professional development practice" that connects local academics with schools and teachers. The project was implemented by inviting curriculum leaders, panel chairpersons and subject teachers from primary schools to attend a 3-hour lecture and a 6-hour workshop in which differentiation practices were explored. The project was later evaluated based on feedback from participants and university consultants. Overall, the feedback was positive, but suggestions are provided here for enhancing future projects of a similar nature.
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