The Extent, Nature and Effectiveness of Planned Approaches in ...

Potential Weaknesses• Issues related to ownership and control for educational decisions can arise (McCarthy, 1999).• Difficulties can arise in awarding course credit and grades, and the transferability of thesebetween institutions (Burns & Lewis, 2000; McCarthy, 1999).• Fiscal accountability can be an issue in relation to the costs of dual enrolment tuition (Burns &Lewis, 2000; McCarthy, 1999). Financial difficulties are reported, especially in the UnitedStates where funding is often diverted to tertiary institutions as opposed to local schools(Gifted Child Today, 1999).• The transition into higher levels of education or even the workforce must be carefullyconsidered (Burns & Lewis, 2000).• There may be a reduction in the number of advanced courses offered at the senior level oflocal schools (Gifted Child Today, 1999).• Proponents might argue that this form of acceleration removes the brightest students, depletesthe school’s supply of leaders, and pulls students away from school activities (Gifted ChildToday, 1999).• Without careful selection, some students could be ill-prepared for higher-level work (GiftedChild Today, 1999).• The advanced courses may not actually meet the unique needs of gifted and talented students(Burns & Lewis, 2000).• Pragmatic difficulties might arise in relation to scheduling and transportation (Burns & Lewis,2000; Ministry of Education, 2000).Recommendations for Effective Practice• Students need guidance and assistance in advanced planning for enrolment and future options(McCarthy, 1999).• McCarthy (1999) discusses several factors which better ensure a seamless transition forstudents who are dually enrolled in secondary and tertiary institutions: enhanced curriculumarticulation; cross-institutional counselling support; and parental advocacy.• Rigorous and careful identification is critical (Bailey et al., 2003); however, flexibility inrequirements which recognises individual student differences is crucial.• Students should have documented support from their base schools.• Given that many of the reported positive outcomes are tentative, there is a need for researchrelated to the nature and effectiveness of dual enrolment (Bailey et al., 2003).• Secondary schools which have students enrolled in tertiary study should consider whether thisstudy is in addition to their secondary schooling and if possible make arrangements within theschool to support these students.COMPETITIONSCompetitions are another provision recommended by the Ministry of Education (2000) andacknowledged in the Education Review Office (1998a) report on provisions in New Zealand. Theseare opportunities for gifted and talented students to compete or perform, exhibiting their specialabilities and talents, and as such, competitions have long been a cornerstone of gifted education (Riley& Karnes, 1998/99; 1999). Gifted and talented students, amongst all other participants, can take part incompetitions which maximise their abilities in academics, fine and performing arts, leadership,service-learning (Riley & Karnes, 1998/99; 1999), cultural arts, and athletics. Riley and Karnes(1998/99) state that for gifted and talented students, competitions put their talents to the test. In this112