The GATE programme will cater to learners with exceptional abilities, talents, and potential for accomplishments, requiring special provisions to meet their educational needs.

These children typically exhibit exceptional achievements or po­tentials in areas such as high-level intelligence, specific aptitudes, creative thinking, superior talent in visual and performing arts, natural leadership, and outstand­ing performance in athletics or mechanical skills.

Despite being a key priority in most educational systems world­wide, GATE has not been intro­duced in Ghana’s publicly-funded or private education sector.

The Education Strategic Plan (2018-2030) also fails to highlight GATE education as a key strategy for socio-economic transforma­tion. This oversight risks neglect­ing high-ability children, who are likely to become future scientists, inventors, poets, and entrepre­neurs.

The Education Minister, Dr Yaw Osei Adutwum, had submitted a proposal for GATE education to address this gap.

The proposal emphasizes the need for specialised services and activities beyond the standard curriculum to develop exceptional capabilities.

Dr Adutwum argued that challenging these children beyond the ordinary would bring out their best and enable Ghana to leapfrog inequality and economic development.

Countries that introduced GATE education in the 1960s and 1970s have benefited significantly from maximising socio-economic development through innovations and inventions. Ghana can follow suit by harnessing the potential of its gifted and talented youth. The Ministry expects the GATE pro­gramme to have major socio-eco­nomic impacts across the country.

Implementation will begin with introducing career pathways and new course offerings for Sciences and Arts from junior high school to senior high school level. The Ghana Education Service (GES) and Technical and Vocational Education and Training (TVET) Service will implement GATE, leveraging their special education divisions’ expertise.

The proposal recommends supporting GES and TVET in implementing GATE, rather than establishing a separate agency.

This approach would ensure efficient use of public funds and avoid confusion among agencies and the populace.

GATE programmes would be organised to positively impact disadvantaged communities, including rural and Zongo com­munities.

Opportunity gaps for rural gifted students will be addressed through identification, assess­ment, programming, staffing, professional development, and policy.

Initially, newly established schools at the JHS and SHS levels will be designated GATE schools, enrolling 100 per cent GATE students.

Subsequently, qualified GATE students will be enrolled in GATE programmes at their cur­rent schools, receiving the same enriching experiences as their counterparts in GATE-designated schools.

The National Council for Cur­riculum and Assessment (NaC­CA) will develop GATE pathways curriculum, instruction, and assessment, establish guidelines for student selection, create op­portunities for under-represented groups, and develop guidelines for GATE teacher training and selection.