The Discrepancy Between Educational Policy and Actual Practices for Gifted and Talented Students in Public Primary Schools

Abstract

This study investigated the systemic discrepancy between educational policy and actual practices for gifted and talented (G&T) learners in Kenyan public primary schools. The research addressed the lack of standardized identification tools, inadequate teacher training, and the exclusion of G&T learners from recognized special needs categories. The study employed a qualitative research design, utilizing semi-structured interviews and focus group discussions with a purposive sample of 20 teachers, 10 school administrators, and 7 education policymakers directly involved in G&T education in public primary schools in Nairobi, Kenya. Findings reveal a widespread lack of awareness of G&T policies among educators, a reliance on informal identification methods, and minimal use of Individualized Education Programs (IEPs). Key barriers identified include vague policy guidelines, insufficient training, and limited resources. The study concludes that effective G&T education in Kenya requires a dedicated policy framework, standardized identification tools, and targeted professional development for educators. The research recommends the formulation of a clear G&T policy, increased resource allocation, and providing specific professional development for teachers to ensure policy objectives are effectively implemented in the classroom.