Brunei Darussalam Country Paper

SEAMEO CONSULTATION AND WORKSHOP Post Education Scenarios and Post-EFA Education Agenda

in Southeast Asia

CHIENGMAI, THAILAND (28 – 30 JANUARY 2014)

1. A nation with a small population – Less than half million.

2. Dependent on a non-renewable resource for growth and stability.

3. Challenges always emerging. MOE BD continues to review and fine-tune its education system and management ensuring that it remains relevant at all times and support the nation’s drive to realise Brunei Vision 2035 (Wawasan Brunei 2035).

“By 2035, Brunei Darussalam as a nation is to be recognised ‘for the accomplishment of its educated and highly skilled people as measured by the highest international standards; quality of life that is among the top 10 nations in the world; and a dynamic and sustainable economy with income per capita within the top 10 countries in the world’.

To realise this goals - new education system known as the “National Education System for the 21st Century”, in short SPN21 (Sistem Pendidikan Negara Abad ke-21).

Ø The SPN21 commenced in January 2009

Ø Three main changes to ensure that the Brunei education system stays relevant at all times and brings about high quality education.

v Education Structure v Curriculum and Assessmentv Technical Education

Achievement 1 : Universalization of Primary Education (EFA2)

BD continues to make great strides in education Ø Boys and girls net enrolment ratio in primary education was

more than 96.0 per cent Ø Survival rate is about 99.0 per cent. Ø Primary education completion rate is another mark of

successful MDG achievement Brunei Darussalam have been more than 100 per cent since 2004.

Such achievements are made possible due to these attributing factors: (i) the country’s long-term education policy.(ii) high-quality human capital formation.(iii) provision of good educational infrastructure and teaching

facilities.

EFA 5 : Gender Parity and Equality

1. The net enrolment in primary education over the last five years remains above 95.0 per cent and the survival rate has increased.

2. Net enrolment at secondary and tertiary levels also showed a positive trend .

3. The employed female labour force steadily increased .

BD has achieved gender parity in primary and secondary education. At the tertiary level, girls are even doing better than boys. Decades before the dawn of the new millennium and the MDGs, Brunei Darussalam had recognised that educating a boy benefits only an individual while educating a girl benefits the whole family and hence, the society. Brunei Darussalam has also acceded to the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) on 24th May 2006.

Literacy rate: High and increasing levels

Ø The literacy rate has increased from 69.0 per cent in 1971 to 80.3 per cent in 1981, further increased to 89.2 per cent in 1991 and 93.7 per cent in 2001.

Ø The literacy rate continued to increase from 95.0 per cent in 2005 to 96.3 per cent in 2010.

Ø Adult literacy rates are very high : 99.60% in 2011.

This has helped to create a more inclusive society as well as facilitating adaptation to the demands of a modern world.

1. Mismatch : Education vs Skills needed for job

Ø As the smallest country in terms of population, Brunei has the highest unemployment rate (10%,est.2001). (World Fact Book, 2004).

Ø BD MOE is trying to reduce unemployment by matching the skills provided in education and training with the skills required by the industry and world of work.

Ø Efforts to improve the image of technical education by integrating vocational and technical education with general education.

1. BD now ready to set more ambitious goals which gobeyond MDG achievement at an aggregate level.2. Nevertheless, major capacity development challengesremain - capacities which will be required to strengthenthe national data and information base for monitoringthe country’s progress in achieving both the MDGs andthe recently formulated 30 year developmentframework: the Wawasan Brunei 2035.

3. It will also need to formulate appropriate andeffective policy measures which promote more broadbased and diversified investment and economicdevelopment opportunities for the country and itspeople.

The basic challenge is how to meet two conflictingrequirements: on the one hand the demand for rapidexpansion of the scale of provision and on the otherhand the requirement to improve the quality ofprovision. There is a tendency that quality is notadequately addressed (being sacrificed) due to thefast expansion of learning opportunity.

Shift in focus from quantity to quality and equity by investing in infrastructural development, teacher training, faculty and curriculum development.

Priority 1. Early Childhood Care and Education (EFA 1)

1. Investing in ECCE under Brunei Vision 2035.2. Developing an effective ECCE framework as strategic

objectives under the Ministry of Education’s Strategic Plan 2012 – 2017.

BD MOEØ has continuously conducting capacity building programs Ø has made effort to improve access and provisions of ECCE

services in both urban and rural schools; improve and strengthen ECCE infrastructure as well as strengthen Inter-agency coordination

Ø is currently conducting a feasibility study on the need for early childhood and care education specifically to cater for children below the age of five;

MOE is currently restructuring and transforming the TVETsystem.Ø to make the TVET system more effective in managing

human resources (“employability skills” )Ø The provisions of multiple entries to TVE and multiple

pathways to higher education that is comparable andsimilar to other international systems.

Ø new programmes aligned with the needs of theindustries and employment market demands;

Ø an increase in operational budget;

Ø industrially experiences teaching staff undergoingindustrial attachment.

Ø recruitment of more industrial practitioners into TVET.

Brunei has shortage of teachers both in number and quality and Teaching is not an attractive profession.

Ø MOE continues to invest its teaching force by providing teachers with the opportunity to upgrade their pedagogical competencies to increase students’ learning outcomes.

Ø Providing and strengthening the leadership skills as well as teachers professional and development programmes either locally or abroad.

Ø MOE is currently developing the Brunei Teachers’ Standards (BTS) which will hope to improve the quality of primary and secondary education including technical education and to ensure that all teachers are fully certified and qualified to teach in government and non-government schools and higher institutions.

Challenges 1 : SPN 21 - Beyond MDG2

Having achieved universal primary education, Brunei Darussalam has recognised that the way forward is to raise the level of literacy beyond the UNESCO’s definition that is “who can read and write with understanding a short simple statement related to everyday life”. By raising the level of literacy, it proposes to enhance the nation’s skills, develop a more responsive and stable economy and provide employment opportunities for all.

The country is in a consolidation phase wherein it has to consolidate its achievements, sustain them and raise their levels to new heights to cope with the new millennium imperatives. The Government has formulated various policy responses in line with its National Vision – Wawasan Brunei 2035.

BD has a shortage of teachers both in number and quality. Improving quality of education is really one of the big challenges faced by BD

Several measures have been undertaken :

Ø Since 2012, more than 80% of teachers in secondary have obtained at least first degree qualifications.

Ø School Leadership Programme for all school leaders and administrators which would help them transforming the schools settings to support high quality teaching and learning for all students.

Ø The new teachers’ salary scheme incentive known as the Teachers Service Scheme (SPG - Skim Perkhidmatan Guru), introduced in 2008 aims at expanding the capacity of teachers, to keep good performing teachers in schools, making them to feel highly valued and teaching as a prestigious career.

Ø The Ministry also continuously providing professional development programmes for teachers.

Having a small population size does not precludehaving high human development and robusteconomic development.

Economic diversification requires continuousreassessment of policy direction and the humandevelopment required to support it