Hamdan Bin Rashid Foundation identifies gifted students

Hamdan Bin Rashid Al Maktoum Centre for Giftedness and Innovation, affiliated with Hamdan Bin Rashid Al Maktoum Foundation for Medical and Educational Sciences, has successfully conducted talent identification tests for approximately 400 students in Dubai schools on November 20–21, as part of its Student Talent Discovery Programme.

Dr. Mariam Al Ghawi, Director of Hamdan Bin Rashid Al Maktoum Centre for Giftedness and Innovation, stated: “The Student Talent Discovery Programme, implemented by Hamdan Bin Rashid Al Maktoum Centre for Giftedness and Innovation, is a significant initiative aimed at providing schools and institutions with specialised tools for identifying talent and recognising gifted students. This initiative incorporates best practices in the field, enabling appropriate decisions regarding teaching and training gifted students. It establishes clear indicators for identifying talented students and advancing their development based on the results of Hamdan Talent Rubric. The programme aligns with the educational institution’s vision and objectives to harness and nurture talents, support students’ abilities and skills, and provide systematic, evidence-based support that meets their needs. This methodology helps gifted students achieve their aspirations and make the most of their talents.”

Dr. Al Ghawi further highlighted the centre’s ambitious goal of identifying 5,000 gifted students by 2030. Since its inception in 2017, the programme has assessed over 39,000 students, identifying 2,207 gifted individuals across 122 schools and institutions. These efforts play a pivotal role in cementing the UAE’s position as a global leader in talent and innovation.

The Talent Discovery Programme caters to students from Grades 4 to 12 in public and private schools across the Emirates. Students can be nominated through two pathways: self-nomination, where students or their parents apply via the foundation’s website, or group nomination, facilitated in collaboration with schools and institutions. This comprehensive talent identification system begins with the nomination process and progresses to integrating gifted students into specialized programs designed to nurture and develop their unique abilities.

Recently, in a ceremony attended by senior officials and UNESCO’s permanent delegates, Sheikh Rashid Bin Hamdan Al Maktoum, Supreme President of Hamdan Bin Rashid Al Maktoum Foundation for Medical and Educational Sciences, honoured the winners of the “Hamdan-UNESCO Prize for Teacher Development” in its eighth cycle. Held in UNESCO’s main hall in Paris, the event highlighted a shared commitment to advancing teacher quality worldwide.

During the ceremony, Sheikh Rashid and his delegation also witnessed the signing of a Memorandum of Understanding (MoU) between the Foundation and UNESCO. This strategic agreement, supported by Hamdan-UNESCO Fund, aims to enhance teacher-focused programmes implemented by UNESCO, reinforcing the partnership’s dedication to educational support and development.

In his address, Sheikh Rashid Bin Hamdan expressed appreciation for UNESCO’s continued support in education, science, and culture, noting its essential role in fostering international cooperation to strengthen education, promote cultural diversity, and encourage human innovation.

SHEIKH RASHID PRAISED THE STRONG TIES BETWEEN UNESCO AND THE UNITED ARAB EMIRATES.: Commenting on the strategic MoU signing, Dr. Humaid Al Qatami, Chairman of the Board of Trustees of Hamdan Bin Rashid Al Maktoum Foundation for Medical and Educational Sciences, stated, “This agreement builds on the vision of the late Sheikh Hamdan Bin Rashid Al Maktoum, may he rest in peace, to support education and international initiatives that enhance teacher performance and capabilities. We are dedicated to investing in global education by empowering teachers to fulfil their essential role in community building.”

As part of honouring this year’s winning projects, the Hamdan Bin Rashid Al Maktoum Foundation and UNESCO recognised three pioneering initiatives from Bangladesh, Brazil, and Togo. These projects have notably advanced teacher performance and strengthened their impact on local educational systems. The recognition coincided with World Teachers’ Day 2024, themed “Recognising Teachers’ Voices: Towards a New Social Contract for Education”, highlighting the role of teachers in shaping the future of education and emphasising the importance of incorporating their perspectives into educational policies.