DEVELOPMENT OF GIFTEDNESS IN KAZAKHSTAN: CURRENT STATE AND DIRECTIONS OF IMPROVEMENT

Abstract

The article is devoted to the analysis of the current state of the system of identification, support and development of gifted children in the educational system of the Republic of Kazakhstan. The study provides a comprehensive analysis of the regulatory framework governing work with gifted students, as well as interprets data from teacher surveys and interviews with psychologists from various types of schools (urban, specialized and rural).

The purpose of the article is to analyze the current state of the regulatory, organizational and pedagogical framework governing the process of identifying and developing giftedness in the education system of the Republic of Kazakhstan, identify key problems that hinder effective work with gifted students, and identify priority areas for improving educational policy and practice in this area. The empirical data obtained made it possible to identify key problems in the field of diagnosis and support of giftedness, including the lack of unified methods, insufficient teacher training, resource inequality and weak integration of psychological support. Based on the results of the study, directions for improving educational policy in this area are proposed, including the need for a systematic approach, human resource development, modernization of infrastructure and regulatory support.