THE Gifted Education Programme (GEP) was introduced by the Ministry of Education (MOE) in 1984. It sees the participation of the top 1 per cent of each Primary 4 cohort (about 500 pupils) every year.

Special teaching and learning techniques have been used to groom these top pupils in the hope of achieving the following goals, as stated by MOE on its website:

• To develop intellectual depth and higher-level thinking;
• To nurture productive creativity;
• To develop attitudes for self-directed lifelong learning;
• To enhance aspirations for individual excellence and fulfilment;
• To develop a strong social conscience and commitment to serve society and nation; and
• To develop moral values and qualities for responsible leadership.

It has been 23 years now since the implementation of the GEP. If the intake had been constant at 500 per year, there should be 11,500 of such GEP graduates and students to date.

And those in the first batch would be 33 years old now.

It is believed among experts that by the age of 30, top-performing individuals would have flourished in their careers.

Could the MOE comment on how well it has achieved the goals set by itself with regard to GEP students? They are remarkable students with extraordinary school grades.

Tremendous efforts are put in by the GEP teachers and educationists to groom these bright kids. Taxpayers' money has been pumped in to craft the best syllabus to develop our creme de la creme.

Can MOE highlight the significant contributions made to society by the working GEP cohort?

The ministry should also explain how humane values have been injected by the individuals in the following key areas:

• Science and technology
• Music and the arts
• Sports
• Politics and economics
• Social work and religion

The GEP project has gone through more than two decades of experimentation. It is time that the MOE takes stock of the results and improves the programme further, if necessary.

It would be good if the MOE shares its findings with the public - especially with parents, teachers and educationists who are the actual stakeholders.

The findings might also motivate other students to excel.

George Lim Heng Chye

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