Gifted Education in Qatar: A Critical Content Analysis of Educational Policies and Programs
<p dir="ltr">This study is a critical content analysis of gifted education policies, services, and programs in Qatar using the 2019 NAGC Pre-K-12 Gifted Programming Standards as the analytical framework. Through the examination of national legislation, ministerial decisions, strategi...
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2025
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| Summary: | <p dir="ltr">This study is a critical content analysis of gifted education policies, services, and programs in Qatar using the 2019 NAGC Pre-K-12 Gifted Programming Standards as the analytical framework. Through the examination of national legislation, ministerial decisions, strategic initiatives, and institutional programs, the study reveals that gifted education in Qatar remains diffuse and underdeveloped, lacking a coherent national policy to ensure consistency in identification, programming, and service delivery. Key stakeholders, including the Ministry of Education and Higher Education (MoEHE), Qatar Foundation (QF), and the Qatar Research, Development, and Innovation Council (QRDI), operate independently with limited systemic coordination. Findings indicate substantial gaps in assessment, curriculum differentiation, teacher preparation, and progress monitoring. The study concludes with targeted policy recommendations and highlights opportunities to align Qatar’s gifted education landscape with international standards, ultimately supporting national priorities for innovation, academic excellence, and human capital development.</p><h2>Other Information</h2><p dir="ltr">Published in: Gifted Education International<br>License: <a href="https://creativecommons.org/licenses/by/4.0/deed.en" target="_blank">https://creativecommons.org/licenses/by/4.0/</a><br>See article on publisher's website: <a href="https://doi.org/10.1177/02614294251397976" target="_blank">https://doi.org/10.1177/02614294251397976</a></p> |
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