The New School-Based Gifted Education Programme: A Pandora's Box?

The Gifted Education Programme (GEP) has long been Singapore's elite pathway for nurturing high-ability students. 21 Aug 2025 marks the day for this year's Primary 3 cohort to be the last to undergo the traditional selection process. An era ends as the School-Based Gifted Education (SBGE) programme takes over next year. This promises a broader inclusion for more students but raising new concerns about fairness.

From Elite to Inclusive?

For over 35 years, GEP went from serving just 1% of each primary 1 cohort to about 7% through related programmes. SBGE expands this to the top 10% of each school, with all mainstream primary schools offering tailored gifted education. This is a significant step toward inclusivity.

The key shift lies in school-led identification. Instead of standardised tests, schools will identify high-ability learners through day-to-day observations, teachers' recommendations and students' work. Multiple entry points at Primary 4-6 allow students’ subject-specific developments in English, Mathematics and/or Science while students remain with familiar peers and teachers in their current primary schools.

The Teacher's Pet Dilemma

Here's where concerns emerge. Unlike objective standardised tests, teacher recommendations introduce subjectivity that could favor students who build rapport with teachers over equally capable but quieter peers. Will students need to become "teacher's pets" for SBGE placement?

In Singapore's diverse classrooms, cultural differences in student-teacher interaction could inadvertently advantage some students. There is also the troubling possibility of parents attempting to curry favor with teachers through gifts, volunteering or relationship-building: behaviors unrelated to their child's actual academic potential.

What About the Other 90%?

Unlike the old GEP where gifted students moved to separate schools, SBGE students remain alongside non-selected peers. This proximity risks creating visible hierarchies within schools. Will the 90% feel excluded while watching 10% of classmates receive special opportunities?

Resource allocation becomes critical: if schools focus their best teachers and facilities on the top 10%, what quality of education awaits the majority? The challenge isn't just elevating selected students, but ensuring enhanced teaching methods benefit entire school communities.

A New Coaching Arms Race?

Singapore's thriving tuition industry won't sit idle. Beyond traditional academic coaching, parents might now invest in "relationship coaching" to train their children to build teacher rapport or positioning themselves favorably for recommendations. The fear of being among the 90% while selection happens within their own school environment could intensify these behaviors.

SBGE's focus on portfolio-building through projects and competitions creates fresh opportunities for enrichment providers. Instead of reducing stress, changes could simply reshape the coaching landscape.

Looking Ahead

The promise of a more inclusive gifted education is encouraging, but implementation matters. Schools need robust frameworks for teacher recommendations, multiple assessments, clear criteria, and bias training. Without safeguards, SBGE risks replacing one inequality with another, where social skills become as important as intellectual ability.

Success shouldn't just be measured by how well SBGE serves its selected 10%, but whether it elevates opportunities for every child. The system must celebrate diverse talents while ensuring fair, merit-based selection processes.

If implemented thoughtfully, SBGE could redefine how Singapore values talent. The question remains: can it stay true to inclusive ideals while navigating the complexities of subjective, school-based selection?