Our daughter is now in Secondary 3.

By nature, she could have grown up a more private person, comfortable at home reading, knitting, playing the piano in church, having a small circle of close friends.

But under the Gifted Education Programme (GEP), she has blossomed and I do not mean just academically but socially as well.

Her three years in the primary school programme have enlarged her world vision, due in part to the many social studies concerns in the curriculum.

In Primary 4, she chose to do a 'research project' on Newater and had the privilege of interviewing the then minister for the environment Mr Lim Swee Say.

She is now very capable, organised and responsible, thanks in part to the training received from filing tonnes of paper (homework), meeting checkpoints and noting these in checklists at periodic intervals, raising funds for the less privileged in society at GEP-organised events. She cares about the environment, takes on multiple leadership roles (albeit in a small way) in her current school, cares about the less able in society and works hard, plays hard.

Unlike the first round when we felt torn having to decide whether our elder daughter should leave her beloved school and friends to join the programme, we did not hesitate over our younger daughter's similar option last year because we had seen the benefits.

'Has gifted scheme benefited society?' If our elder daughter's character development is a reflection of the norm in other GEP students, then my answer is 'yes'. As a society, we should reap when these young people grow up and play a more significant role in society.

Low Lee Ling (Mdm)