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Abstract

This presents a theoretical approach to talent development in emerging nations, with focus on curricular intervention derived from qualitative research. Elements of culturally appropriate curricular design are discussed in connection with practical educational application and viable options in the light of the special problems of developing countries.

The implementation of qualitatively derived curricular intervention in Ebeye, Marshall Islands, an economically and educationally disadvantaged population in the throes of conflict and change, is utilized to illustrate the technique. An account of evalution processes incorporating qualitative and quantitative assessment is discussed, along with initial preliminary results of a follow-up investigation.

The article concludes with suggested adaptations of the approach to a wide spectrum of cultures with similar economic constraints and political conflicts. Guidelines to qualitatively derived intervention are outlined along with implications of broader concomitant educational problems, issues and related research.

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Talent Development: Potential for Developing Nations

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