TALENT POINT IN FOCUS: Kaunas University of Technologies Vaizgantas Progymnasium


Dovile Valiune

KTU Vaizgantas progymnasium

Skuodas str. 27

Kaunas, LT-45131


We teach 6-14-year-old students. KTU Vaižgantas Progymnasium is a municipal school of general education. It was founded in 1920. The school has been actively working with Kaunas University of Technologies.

The strategy of  progymnasium is to recognize and educate gifted and unusually gifted students. In the future, to create an integral model of general education for (unusually) gifted students at school in order to make their socialization easier

KTU Vaizgantas progymnasium has been taken care of the gifted students and also of boosting  of teachers competences in this feeld  since 2011. Education program for gifted students and workgroup are implemented since 2013. In order to identify unusually gifted students we have four stage selection. We assess creativity, thinking and intellectual abilities. According to these results, we make individual education programs. A psychologist, teachers, student and his parents are involved in this process. Students in grades 5-8 prepare their career plan at the end of the school year, gifted students make their education programs at the beginning of the school year and evaluate themselves at the end of the school year. Continue reading “TALENT POINT IN FOCUS: Kaunas University of Technologies Vaizgantas Progymnasium”

TALENT POINT IN FOCUS: Science and Education Centre Visnjan

Science and Education Centre Visnjan (SECV, Croatia)

Petar Čuček, coordinator of education programmes

Science and Education Centre Višnjan (SECV) has joined a family of European Talent Supp     ort Network as a talent point in 2016. In past two years, as well as ETSN has made great progress, so has SECV made a few steps considering new partnerships; program extension and scientific work in the field of program evaluation for highly motivated students. Continue reading “TALENT POINT IN FOCUS: Science and Education Centre Visnjan”

RESEARCH ECHOES: Creativity and Resilience for Radical Innovation

Towards Radical Innovation: An Exploration of the Dance Between Creativity and Resilience

Miguelina M. Nuñez

Friedrich-Alexander Universität Erlangen-Nürnberg

25 July 2018

            Keywords: creativity, resilience, innovation, communication

Scholars routinely identify ‘openness to experience’[1] or permeability as essential to creativity, innovation, and resilience. In his exploration of social network ties and creativity, for example, Markus Baer notes that “open individuals are characterized not only by a need to seek out new and varied experiences but also by a particularly permeable structure of consciousness allowing for better integration and combination of new and unrelated information.”[2] Permeability is, in this context, a precondition for creativity. In her work on social capital and innovation, Katja Rost determines that permeable social structures with “holes” facilitating “frequent communication, enhance[ ] innovation.”[3] Here, permeability is a precondition for (radical) innovation. And finally, while not a sufficient precondition on its own, permeability is indeed necessary to nurturing resilience.  I imagine that a consolidated exploration of creativity and resilience through this critical component – permeability – could provide insight on theoretical and practical mechanisms for enhancing creativity and ultimately, radicalizing innovation. Continue reading “RESEARCH ECHOES: Creativity and Resilience for Radical Innovation”

RESEARCH ECHOES: New Model of Preschool Education

In the article you can read about a verified program of emotional intelligence development combined with introducing ICT tools and elements of science into preschool education in the form of free play. The Program aims at preparing children for functioning in the world of the future. Such a young person is able to diagnose emotions, express them in a way that does not offend peers’ feelings, should broaden intellectual horizons on the basis of skillful selection of data (selected ICT tool and, above all, should naturally perceive science as great fun.

Continue reading “RESEARCH ECHOES: New Model of Preschool Education”


EGIFT SUMMER SCHOOL 2018 successfully concluded. Altogether 49 participants, mostly experienced professionals in GE from 8 EU countries, spent a week together sharing and discussing their educational practices with gifted students. The focus of the event was to deepen and expand the knowledge on why and how to optimize approaches for cultivation of young people talents (Centre for Research and Promotion of Giftedness at Faculty of Education, University of Ljubljana). You might add also pictures attached.

Tribal Mensa Nurturing Program – Annual Report 2017-2018

Sixteen years ago, we started with a MISSION to identify, nurture and empower every gifted child in India for nation-building. In year 2017-2018, we challenged ourselves to find these hidden gems from the most deprived socio-economic sections. We found gifted students amongst those who have been abandoned by society as they are children of commercial sex workers and affected by HIV AIDS. We have also shifted our focus towards nurturing and empowering gifted girls through our VAMA program. As India has a Matru-Pradhan culture, we believe that a girl should be empowered first to strengthen her community.

Read more about the Tribal Mensa Programs here.

XXVIII Summer Course in Huerta Del Rey Center Valladolid, Spain (July, 2-13th, 2018)

VALLADOLID, SPAIN (July, 2-13th, 2018)


The “Huerta del Rey” Center presents the XXVIII International Summer Course for gifted children. During 12 days the students will have an experience full of knowledge, fun, effort and adventures.

Who can participate?
Boys and girls from 6 to 18 years old. For the children and teenagers that come for the first time, they must send a copy of the Diagnosis Report to the “Huerta del Rey” Center, where the student’s condition of gifted student is proved, by post and a phone number, and the address of the sender.

What do we do in the Summer Course?
The course offers classes in the mornings and afternoons. They will learn a lot of things: from robotics to orienteering, 3D printing, corporal expression, arts… There are also some activities outside like games, swimming pool and two trips. The parents have two Seminars inside the Parents School. Getting together with families who are going through giftedness is enriching. In the 12 days we compress all the activities that we do in the “Huerta del Rey” Center during the year. Children come to the Course to learn, work, think and create. But also to have fun and live together with other children with the same concerns and passions.

When is the Summer Course?
The “Huerta del Rey” Center, member of the European Talent Centre in Spain, is a Center specialized in the identification, follow-up, training and research, being authors of 23 books and psychopedagogical material for gifted students. The fact that we work, for 29 years in the different levels previously mentioned -and linked between them- allow us to have a wider view of the current situation of giftedness. Because of this, at the same time, we get a better knowledge in order to optimize the development of the child or teen both from a cognitive and social-affective perspective.
The uniqueness of the “Huerta del Rey” Center and its working methods, made it a Center of Resources for parents, youth, proffesionals from Education, Psicology and other related sciences. Center of Research with Psycology Doctorates, Education Sciences and Medicine, with agreements with national and international Universities and several Ministries.

Para mayor información:


We send you a series of videos in order to sensitize and raise awareness of the educational, social and emotional needs of children with giftedness through case study

We recommend you:

Meeting of European Talent Centre representatives 8-9 February 2018 – Budapest

Representatives of the centres of ETSN, the European Talent Support Network, met for the third time on 8-9 February 2018 in Budapest. The first occasion was the September 2015 Brussels inaugural meeting of representatives of the 14 Talent Centres founding the Network, outlining the main development guidelines and the first common tasks. Many of the activities/plans concerned have been implemented in the meantime; members of the Network applied for developing EGIFT online training materials (MOOC) with success ( Following three calls for prospective European Talent Points, the Network has become more and more widespread: by January 2018, around 350 Talent Points of 42 countries had registered to the Network, and the number of European Talent Centres rose from 14 to 23, including 20 European and 3 non-European ones (located in the United Arab Emirates, in India and in Peru, respectively), over the 2.5 years since the first meeting.

The second meeting of representatives of 16 of the 19 ETSN centres took place in October 2016. The so-called Network Council (, in charge of Network strategy for two years, became operational there.

The recent, third, official meeting has been attended by a particularly high number of representatives, 35 persons from 19 countries, that is, many have brought colleagues to involve as many as possible from each Centre in the common tasks of the European Talent Centre Network, to familiarise them with the Network and let them contribute to its development. All but one member countries were represented, and it was a special pleasure that the three non-European so-called “Associated Talent Centres” have also sent their delegates.

It is almost a tradition that such meetings first of all summarise the activities of the ECHA Qualification Committee, then give an opportunity for new Talent Centre members to introduce themselves. The first presentation was held by Dr. Lianne Hoogeveen, head of the ECHA Qualification Committee, on the outcome of the tender in 2017. After that, together with Prof. Péter Csermely, President of ECHA and Prof. Albert Ziegler, President of ETSN, she handed over the certificate symbolising ETSN membership to the new European Talent Centres.

Prof. Albert Ziegler, Dr. Alberto Rocha, Dr. Lianne Hoogeveen, Dr. Yolanda Benito, Dr. Khalifa Al Suwaidi, Dr. Stijn Smeets, Prof. Csermely Péter


As for the introductions, first the new Leuven Talent Center for Flanders was presented by Dr. Stijn Smeets, then Dr. Khalifa Al Suwaidi from the Arab Emirate spoke of Dubai-based Hamdan Bin Rashid Al Maktoum Centre for Giftedness and Creativity, and Helena Fonseca filled in the audience on the activities of the National Association for the Study and Intervention in Giftedness in Portugal. Finally, Dr. Yolanda Benito, head of the Spanish Huerta del Rey Talent Centre described their work.

The heads of three more Talent Centres qualified earlier reported on key events at their sites: Zvono Bednarcik from Slovakia, Prof. Sheyla Blumen from Peru and Dr. Narayan Desai from India.


The most important events of the past 16 months at ETSN were summarised by Prof. Albert Ziegler. Significant achievements in the past 1.5 year included the finalisation of the ETSN website, the release of the first newsletter,, and the completion of the bylaws of the organisation.

After the lunch break, Lukáš Kyzlík and Ármin Fábián reported on events at the Youth Platform gathering the youth of the Network; then Dr. Colm O’Reilly reviewed the EGIFT project and Orla Dunne outlined preparations for the 2018 ECHA Conference. Antonios Apostolou supplemented the presentation by Prof. Albert Ziegler by a description of the Network’s Talentweb Newsletter:

Later on Talent Centre heads split into groups to exchange ideas on the key tasks ahead the Network. They discussed how to strengthen connections between Talent Points and Talent Centres, the scope of responsibilities of Talent Centres, the role of Associated Talent Centres within the Network, and ways and means to enhance intra-Network contacts. Group work was followed by a plenary session and dinner.

Introducing… STEM MAGAZINE

Useful reading for educators and students from the world of science and technology.

by Balázs Hornyák

E-magazines, which are easily accessible from computers or mobile devices are gaining ground in the past decades. These publications are   extremely popular among young people since they are easy to use and easily accessible with their spectacular graphics, interesting content and popular readings. Lovers of sciences and technology can choose from various exciting themes in the columns of STEM Magazine.[1] This magazine is a monthly electronic publication aimed at talented, motivated students, teachers who tend to update their practices, and   parents who are interested.

Wayne Carley is the Editor in Chief   and publisher of all STEM Magazines. Wayne has been an educator of children and adults for over 17 years. Since 2006, Wayne has focused on STEM related curriculum and concepts having served as the lead S.T.E.M. instructor for grades 6 through adult at the National STEM Academy. Wayne has personally taught over 87,000 students in hundreds of classrooms. His educational experience in state and private schools successfully utilizes the content of STEM magazine.

For instance, in the October 2017 issue of STEM there is an interesting article on architecture. Young people can learn about the differences between industrial architects and landscapers, inspired by Nicole Dossot, designer of 7 WTC, and they get a picture of the work of Agata Dzianach, who is a widely known architect-researcher. The authors show spectacular illustrations of the increasingly popular green design technology.

The diversity of themes is demonstrated by the interview with Eva Shaw, a Canadian model  and DJ. The interview was published in STEM Women magazine in April 2017 Eva speaks about the relationship between mathematics and music in details, exploring the contexts of different fields of sciences and music. We can get answers about the relationship between our biorhythm and music, and how these observations are used by DJs in their composing practice. Finally, the article also shows how the technology’s development has an impact on the music industry.

Perhaps these two examples may also show that the themes selected by the authors offer exciting and useful readings to subscribers, they are suitable for supplementing the curriculum and can be used to design enrichment programs for talented young people.

STEM Magazine believes that the key to success in seeing higher graduation rates, improved testing results, rests in the hands of the teacher. The example and inspiration of individual educators has a huge impact on the quality and effectiveness of the classroom environment.

The publisher of the magazine is proud of the fact that STEM is enriched by writings of well-known and recognized authors from month to month. The articles are writers of leading university teachers, members of literary platforms, experts from the corporate sector, researchers and politicians. Their knowledge, experience and professionalism are a guarantee that the publication meets the ever-changing needs of educators, students and parents.

STEM magazine family consists of various editions aimed at different target audience. STEM Canada, STEM for Women, specifically published for women, STEAM Magazine is primarily aimed at teachers and CTIM Magazine is the Spanish language version of the magazine. More information about the magazine family can be found on

[1] STEM is a well-known term in both education and the labor market; STEM stands for Science, Technology, Engineering, Mathematics)