Asia-Pacific Federation on Giftedness (APFG) is a non-profit organization for the development and education of gifted and talented children in Asia-Pacific region. APFG consists of scholars, teachers, parents of G/T children, and others who are interested in development of gifted and talented children and gifted education. The preexistence of APFG was Asia-Pacific Federation which was established in 1990 in manila, Indonesia. Then the APF became affiliated to the World Council for Gifted and Talented Children (WCGTC) in 1994. APF became an independent organization in 2010 and changed its name into APFG. Members of the APFG largely come from Australia, Mainland China, Hong Kong SAR of China, India, Indonesia, Malaysia, New Zealand, the Philippines, Saudi Arabia, Singapore, South Korea, Taiwan China, Thailand, and United Arab Emirates.

APF constitution bylaws and policies, and its policies of the biennial conference

Bangkok Declaration

On the Gifted and Talented

We, the Participants of the 7th Asia-Pacific Conference on Giftedness, meeting in Bangkok, August, 2002 and representing 20 countries, intergovernmental organizations, nongovernmental organizations, private sectors and members of civil partnerships worldwide, hereby commit ourselves to a global partnership to protect and promote the gifted and talented.

The Challenges

1. Many individuals and groups at all levels of society have roles to play in the full and harmonious development of the gifted and talented. We take into account the importance of the traditions and cultural values of each person for the protection and development of the individual. The gifted and talented need to develop their potentials in an atmosphere of happiness and understanding and to live in and shape the society in a spirit of peace, dignity, responsibility, tolerance, freedom, equality, and solidarity.
2. Every child is entitled to the right of a free and appropriate education. This is reaffirmed by the Convention of the Rights of the Child, an international legal instrument of universal significance. States are required to recognize the rights of the child to an education on the basis of equal opportunity and agree that the education of the child shall be directed to the development of the child’s morality, personality, talents, and mental and physical abilities to their fullest potential for the benefit of humankind and themselves. The principle of the best interests of the child shall be the primary consideration in all actions concerning children, and their rights are to be enjoyed without discrimination of any kind.
3. Individuals can be gifted and talented in many different ways. Professional teams can identify their potential and abilities using multiple and various types of assessment including traditional methods such as standardized tests and nontraditional methods such as nominations, observations, performance-based assessment, dynamic assessment, performances, and portfolios.
4. The identification of gifted and talented with learning difficulties and/or disabilities in important. Their needs require appropriate provisions.

The Commitments

For the benefit of humankind and the gifted and talented, the Participants of the 7th Asia-Pacific Conference on Giftedness have come together to:
1. Provide opportunities and supportive systems for the gifted and talented (who are individuals with high abilities and talents.)
2. Give priority to action for the full and harmonious development of the gifted and talented.
3. Create differentiated educational programs in order to fully develop their potential.
4. Advocate and mobilize educational support specifically for teacher education and to ensure that adequate financial and non-financial resources are available to promote appropriate education for the gifted and talented.
5. Increase knowledge and improve practices for the gifted and talented through encouraging and supporting the establishment of research and resource centers.
6. Encourage and support centers, institutions, and associations for the gifted and talented.
7. Enhance the role of the family, including that of the child, especially in the social, emotional, and moral development of the gifted and talented.
8. Adapt or modify procedures for identification, teaching methods, and programs for special populations of gifted and talented, such as those in isolated and/or rural areas, those living in poverty, cultural minority groups and others with special needs.
9. Review and revise, where appropriate, laws, regulations, policies, programs, and practices necessary to meet the needs of the gifted and talented.
10. Mobilize political and other partners, national and international communities, including intergovernmental organizations, non-governmental organizations and private sectors, to assist countries by means of cooperation, networking and exchange of knowledge and information, to develop and to implement plans and programs for the gifted and talented.