Ten years after the demise of the apartheid system in South Africa (SA), the ratio achieving gifted: non-achieving gifted is still woefully inadequate. The need for gifted learners to be better equipped for the challenges of a post-modern society and tertiary study needs to be highlighted, since far too many of the gifted currently do not stand even the remotest chance of achieving up to near their potential Furthermore, the narrative of democratic change in SA during the final decade of the 20th century has been a chronicle of the demise of a “racially and culturally segregated and differentiated education system based on the ideology of Christian National Education” (Porteus, 2003:13).
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