CHAPTER 3: Gifted Education in Mainland China: How It Serves a National Interest and Where It Falls Short

The developments of gifted education in China have been driven by economic exigencies and talent supply as institutional or societal goals since the end of the Cultural Revolution. These developments have produced measureable positive outcomes in terms of talent development. Related educational practices and programming models have the potential for making theoretical contributions and a broad impact. However, the lack of theoretical articulation as to what exactly is the nature and development of gifts and talents, the absence of a clear public policy, the insufficient infrastructural support, the dearth of research effort, and most of all, the lack of attention to the growth of gifted and talented students in its own right, have impeded the progress of gifted education in China. China needs a better articulation of public policy based on sound theoretical foundations as well as a more systematic effort for capacity and infrastructural building that can support a progressive vision of gifted education. A research agenda is suggested for this purpose.