Reforming school in Brunei
Extreme caution: A file picture showing students setting up the robot at Robotech Olympiad competition at the PAP Hjh Masna Secondary School, Lambak Kanan. School reform should be carried out with extreme caution. No one is certain about the results of the intended and incidental actions brought about during the change.Picture: BT / Zamri Zainal
DR YONG CHEE TUAN
BANDAR SERI BEGAWAN
Monday, January 5, 2009
STRATEGIC execution is an important component of strategic management in an organisation. Whether it is a for-profit or non-profit organisation, the change or the reform generally refers to the processes that support the strategic plan with defined objectives, indicators and targets. This plan must have considered all possible existing strengths and weaknesses of the internal environment including the board interaction with the school. The most commonly focussed areas are about structure, policies, systems, products, processes, finance, facilities, human resources and communications.
In assessing the internal environment, one must also identify the gaps between the existing conditions and the desired outcomes. These outcomes are about dealing with the external environment- tapping into the foreseeable opportunities or averting from the imminent threats. These external parameters are often related to the national and regional socio-economic development coupled with technological, environmental and political (STEP) changes.
During the process of strategic plan development, a number of iterative exercises on the strengths, weaknesses, opportunities, threats, gaps, alignment, and desirable achievements of an organisation will need to be carried out. Some may conclude that the outputs would produce the most fitting strategic plan. Not quite, many consultants argue that these findings will vary according to the facilitator, leaders of the organisations, and any prevalent conditions. More interestingly, different set of prioritised issues being considered in the workshops will yield a different plan. Some sceptics dislike strategic study mainly because of this inconsistency and subjective arrangement for crafting a plan to suit a certain set of conditions.
From a commercial organisation perspective, this approach of creating change is necessary to garner confidence-employees, suppliers, customers and investors. New products, services or process improvements leading to cost reduction, efficiency, focus, and innovation are likely products of change. Total confidence is needed during turbulent times to effectively outperform the competitors.
But the limitation of this approach becomes noticeable when it is applied to non-profit organisations. The issues of bottom-line, growth, expansion and competitiveness are no longer the priorities. Customers are less likely to be influenced by cost leadership or differentiation strategies, and neither are quick fixes. Branding, consistency of purposes, improvement in the delivery of services and management stability are more critical in an NGO.
In the case of a school, reform should be carried out with extreme caution. No one is certain about the results of the intended and incidental actions brought about during the change. Effects in education improvement can only become visible over a number of cohorts of students. Meanwhile, providing any remedial intervention in between is made more difficult because of the lack of proper indicators.
Here, the author provides a glimpse of the major components of a school reform that is currently being implemented. The process begins at the board level- the fundamentals of decision-making are being examined and applied.
While consensual view is preferred, the board should adopt majority views of the members who should have equal access to information and adequate opportunities to hear and voice opinions.
At the end of the day, if a consensus cannot be reached, then the members shall respect the decision of the majority members, and adopt appropriate actions to support the decision. Naturally, the board needs to identify and embrace a set of shared values, priorities, and objectives of reform. Roles and responsibilities of subcommittees are defined and given adequate empowerment and resources.
The views of the subcommittees shall not be disregarded without proper deliberation.
More significantly, the strategic plan covers seven major initiatives:
1. Physical infrastructure development: It looks into the buildings, classrooms, labs, furniture, and information communication technology resources. For examples, use of projectors and multimedia systems are encouraged.
2. Academic reform: This examines the styles, pedagogies, psychologies and interactions of teaching and learning. The key concepts like "teach less, learn more", "immersive learning", and "be excited, have fun" are explored and introduced where appropriate.
3. Governance and management system: This provides clear guidelines on the administrative activities, communications, reporting mechanisms and authorisation. The basis of management system is continual improvement while maintaining consistency of purposes that are "balanced and objective".
4. Core and extra curricular activities: These areas are complementary to academic performance of students. Leadership, communication, presentation, analytical, artistic, and athletic capabilities are nurtured and promoted in the school.
5. Financial matters: Although these matters are directly related to governance and management system, they are separately classified because of the importance in the overall performance of a school. A school that is starved with finance is unlikely to provide meaningful incentives for change.
6. Interagency interactions: This component acts as a public affair or international office that deals with various levels of communications and involvement between the school and other national and international organisations. Teachers and students are now being encouraged to spend time in overseas institutions to acquire new skills and knowledge.
7. Human resource development: A component that focuses on the recognition of performance, motivation and training for teachers and staff. This is an area that requires the maximum support because the teachers are the front line change agents.
Strategically, the board shall attempt to reap low hanging fruits first and leverage on resources to gain benefits-for the students, teachers, parents and the society. This is not the time for complacency and leisure. Work hard and play well.
The author teaches Operations Management in the MBA Programme at UBD. He can be contacted at ctyong@fbeps.ubd.edu.bn
The Brunei Times
Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Monday, January 5, 2009
Thursday, December 11, 2008
Good Grades For Brunei In Education Equity
Good Grades For Brunei In Education Equity
By Azlan Othman
Bandar Seri Begawan - A global ranking on education equity recently released by UNESCO has placed Brunei 36th out of 129 countries surveyed.
In its 2009 Education for All (EFA) Global Monitoring Report launched last week in Geneva, UNESCO placed Brunei and Malaysia are on a list of 56 countries with a high EFA Development Index (EDI).
Brunei scored an EDI of 0.972, Total Primary ENR of 0.974 and Adult Literacy Rate of 0.946.
Singapore, Thailand and Vietnam were not included in the report, along with the United States and Australia. Kazakhstan was on top, followed by Japan, Germany, Norway and the UK. Last year's report saw Norway in first place, while the UK topped the list in 2006.
The annual Global Monitoring Report, available at www.unesco.org, is a means of monitoring countries' progress toward achieving six EFA goals, set in 2000, by 2015.
The EDI is a composite that uses four of the goals, excluding the first and third, selected on the basis of data availability. The universal primary education goal is measured using the indicator of total primary net enrollment (NER) — the percentage of primary school-aged children who are enrolled in either primary or secondary school; while the quality of education goal is measured using the proxy indicator of the survival rate to fifth grade.
The EDI can vary from 0 to 100 per cent, or 0 to one when expressed as a ratio. The closer a country's EDI value is to the maximum, the greater the extent of its overall EFA achievement and the nearer the country is to the EFA goal as a whole.
The current national development plan (2007-2012) and the Brunei Vision 2035 emphasise the accomplishment of a well-educated, highly skilled society with a world-class education system that promotes lifelong learning as its hallmark.
To meet the needs of the 2V century, the SPN 21 was introduced by the Ministry of Education and will be phased into the country's schools in 2009, accompanied by new and revised assessment procedures to measure achievement.
Various education plans ranging from teaching science in English as early as in Primary One, increasing the number of schools, raising the number of students entering the science stream, boosting the participation rate in higher education and technical route are taken by the Ministry of Education.
The plans include having more schools and upgrading the facilities of existing schools as well as increasing the number of secondary schools by about 40 per cent (11 new secondary schools and eight primary schools) in the next five years. This is to meet present and future needs. -- Courtesy of Borneo Bulletin
By Azlan Othman
Bandar Seri Begawan - A global ranking on education equity recently released by UNESCO has placed Brunei 36th out of 129 countries surveyed.
In its 2009 Education for All (EFA) Global Monitoring Report launched last week in Geneva, UNESCO placed Brunei and Malaysia are on a list of 56 countries with a high EFA Development Index (EDI).
Brunei scored an EDI of 0.972, Total Primary ENR of 0.974 and Adult Literacy Rate of 0.946.
Singapore, Thailand and Vietnam were not included in the report, along with the United States and Australia. Kazakhstan was on top, followed by Japan, Germany, Norway and the UK. Last year's report saw Norway in first place, while the UK topped the list in 2006.
The annual Global Monitoring Report, available at www.unesco.org, is a means of monitoring countries' progress toward achieving six EFA goals, set in 2000, by 2015.
The EDI is a composite that uses four of the goals, excluding the first and third, selected on the basis of data availability. The universal primary education goal is measured using the indicator of total primary net enrollment (NER) — the percentage of primary school-aged children who are enrolled in either primary or secondary school; while the quality of education goal is measured using the proxy indicator of the survival rate to fifth grade.
The EDI can vary from 0 to 100 per cent, or 0 to one when expressed as a ratio. The closer a country's EDI value is to the maximum, the greater the extent of its overall EFA achievement and the nearer the country is to the EFA goal as a whole.
The current national development plan (2007-2012) and the Brunei Vision 2035 emphasise the accomplishment of a well-educated, highly skilled society with a world-class education system that promotes lifelong learning as its hallmark.
To meet the needs of the 2V century, the SPN 21 was introduced by the Ministry of Education and will be phased into the country's schools in 2009, accompanied by new and revised assessment procedures to measure achievement.
Various education plans ranging from teaching science in English as early as in Primary One, increasing the number of schools, raising the number of students entering the science stream, boosting the participation rate in higher education and technical route are taken by the Ministry of Education.
The plans include having more schools and upgrading the facilities of existing schools as well as increasing the number of secondary schools by about 40 per cent (11 new secondary schools and eight primary schools) in the next five years. This is to meet present and future needs. -- Courtesy of Borneo Bulletin
Tuesday, December 2, 2008
DTE's 10-year strategic plan
DTE's 10-year strategic plan
QISTINA RANGGA
BANDAR SERI BEGAWAN
Tuesday, December 2, 2008
DEPARTMENT of Technical Education (DTE) celebrated its 15th year anniversary yesterday, launching its "10 Years Strategic Plan 2008-2017" book which aims at sustaining the country's socio-economic and promoting human resource development through its technical and vocational education services.
Bagging eight milestones already, the department continues to hone Brunei Vision 2035 in preparing the nation's youth for employment and achievement in a world that is increasingly competitive and knowledge-based, as stated in the 15-page book.
Speaking at the ceremony, Acting Director of DTE, Ibrahim Hj Abd Rahman said that "among the major changes in vocational and technical education (VTE) is the comprehensive and quality 3-tier qualification for the technical education system, encompassing skills training, technologist and professional training relevant to the skilled human resource needs of the country".
Outlined in the "10-year Strategic Plan" book are four strategic goals: : to enhance management and leadership skills, to produce quality learning and teaching, to increase the capacity of the department by 2012, and to produce quality and competitive human resource.
Under these goals, four new VTIs (Vocational and Technical Institutes) and one polytechnic are expected to be established while introducing a number of new programmes such as Arts, Graphic Design, Multimedia Technology and Mechatronics Engineering.
Indicated in the strategic plan as well are key performance indicators (KPIs) which are used to help the department define and measure progress toward its goals.
Several strategies in the strategic plan book have already been accomplished this year such as the workshop on "Project Education Polytechnic International Singapore Development" and officials visits to Singapore and Malaysia to share on best practices in VTE.
In June next year, DTE will be organising the second FRESH International Conference carrying with it the theme "Excellence in Technical Education", said Ibrahim.
He urged the department to share the responsibilities which have been entrusted with full-commitment, preparedness and honest dedication so that the objectives of the 10-year strategic plan are met.
DTE was established in early 1993 as one of the departments within the Ministry of Education (MoE). Among the many milestones achieved by the department were the recent upgrading of Institut Teknologi Brunei (ITB) as the third national's university and the placement of Pengiran Anak Puteri Rashidah Nursing College under Universiti Brunei Darussalam.
Since 1994 up until June 2008, a total of 15,144 graduates were awarded with Higher National Diploma, National Diploma, Pre-National Diploma and certificates in various fields by the Technical and Vocational Council.
The Brunei Times
QISTINA RANGGA
BANDAR SERI BEGAWAN
Tuesday, December 2, 2008
DEPARTMENT of Technical Education (DTE) celebrated its 15th year anniversary yesterday, launching its "10 Years Strategic Plan 2008-2017" book which aims at sustaining the country's socio-economic and promoting human resource development through its technical and vocational education services.
Bagging eight milestones already, the department continues to hone Brunei Vision 2035 in preparing the nation's youth for employment and achievement in a world that is increasingly competitive and knowledge-based, as stated in the 15-page book.
Speaking at the ceremony, Acting Director of DTE, Ibrahim Hj Abd Rahman said that "among the major changes in vocational and technical education (VTE) is the comprehensive and quality 3-tier qualification for the technical education system, encompassing skills training, technologist and professional training relevant to the skilled human resource needs of the country".
Outlined in the "10-year Strategic Plan" book are four strategic goals: : to enhance management and leadership skills, to produce quality learning and teaching, to increase the capacity of the department by 2012, and to produce quality and competitive human resource.
Under these goals, four new VTIs (Vocational and Technical Institutes) and one polytechnic are expected to be established while introducing a number of new programmes such as Arts, Graphic Design, Multimedia Technology and Mechatronics Engineering.
Indicated in the strategic plan as well are key performance indicators (KPIs) which are used to help the department define and measure progress toward its goals.
Several strategies in the strategic plan book have already been accomplished this year such as the workshop on "Project Education Polytechnic International Singapore Development" and officials visits to Singapore and Malaysia to share on best practices in VTE.
In June next year, DTE will be organising the second FRESH International Conference carrying with it the theme "Excellence in Technical Education", said Ibrahim.
He urged the department to share the responsibilities which have been entrusted with full-commitment, preparedness and honest dedication so that the objectives of the 10-year strategic plan are met.
DTE was established in early 1993 as one of the departments within the Ministry of Education (MoE). Among the many milestones achieved by the department were the recent upgrading of Institut Teknologi Brunei (ITB) as the third national's university and the placement of Pengiran Anak Puteri Rashidah Nursing College under Universiti Brunei Darussalam.
Since 1994 up until June 2008, a total of 15,144 graduates were awarded with Higher National Diploma, National Diploma, Pre-National Diploma and certificates in various fields by the Technical and Vocational Council.
The Brunei Times
Wednesday, November 26, 2008
Test for SPN21 in its implementation
Test for SPN21 in its implementation
Wednesday, November 26, 2008
THE National Education System for the 21st Century or Sistem Pelajaran Negara 21 (SPN21) had mixed reviews from parents during a recent briefing by the Ministry of Education (MoE). While some parents and teachers embraced the system, many others came away disgruntled and still feeling in the dark: "Mixed reaction from parents to SPN21 briefing by Ministry (The Brunei Times, November 15, 2008).
One parent felt the the presentation was not transparent enough and that she could not get a clear picture what would happen come the time to implement it. "I felt that all the information was so incomplete. I have some idea of the new syllabus but the way it was presented, the whole idea was so obscure that I hope that is not the last time as I would like to know more about the system in more depth and detail," she said. A 26-year-old private sector employee, who wished to remain anonymous, said the briefing was so badly organised that he had yet to fully understand how the system operates. "It makes me wonder whether the teachers themselves are ready for this change or not. It is easy to be excited when you are up there, but when you are down here with the teachers and parents, we are the ones who are responsible for our children," he said.
If you visit the MoE portal on SPN21 the Curriculum and Assessment, the Offered Subjects, the Stages in School and the Students' Development are spelt out quite clearly. It spells out the Education System Structure, the Differences between the Current Education System and the SPN21 and Differences in the Schooling Duration under SPN21. It also spells out the Curriculum and Evaluation and Technical Education format.
The pre-school, primary school and the four or five year secondary format begins next year for Year 1 (Primary 1) Year 4 (Primary 4) and Year 7 (Form 1). Over Year 7 and Year 8 students will be subject to School-Based Assessment (SBA). At the end of Year 8, they will undergo the Student Progress Examination (SPE). Both the SBA and SPE will comprise the Student Progress Assessment (SPA) which will be used to channel students into either the General Education Programme (Four or five years) or the Applied Education Programme (five years ). The SPA will replace the current PMB examination which will come to an end after next year's Year 8 (Form 2) complete Year 9 (Form 3) in 2010. The Compulsory , Compulsory Complementary and Elective subjects are all spelt out for the various years.
Year 6 Primary pupils will still sit the assessment exam — PMR. Those who pass with 5As will enter the Science stream. Others who pass will enter the General Education (4- or 5-year-) or Applied Education (5-year-) programme. Those who fail can resit and, whether they pass or fail, will proceed to the Applied Education programme. Please visit the MoE portal for more details.
This is all well and good, now comes the hard part — implementing SPN21. Are the teachers ready for the full implementation of SPN21 beginning next year? As with parents many teachers were apprehensive about the impending implementation of SPN21: "Mixed reactions to full SPN21 implementation next year" (The Brunei Times, November 11, 2008). While some teachers were enthusiastic with the student-centred approach, others posed various problems involved including the large number pupils per classroom which made personal attention difficult. One teacher said that the MoE would be handing out the syllabus only in December and also said how there was still no transparency in the handling of the syllabus."We haven't seen the syllabus yet and the teachers are still not prepared. They don't even really know what they will be teaching," she said. Moreover student-centred learning will progress more smoothly if students in a classroom are more or less equally gifted, meaning streaming students for the various subjects. Perhaps within six months of its implementation, the first news of its strengths and weaknesses will be known and steps can begin to introduce the necessary tweaking to nudge it along the path to success.
Wednesday, November 26, 2008
THE National Education System for the 21st Century or Sistem Pelajaran Negara 21 (SPN21) had mixed reviews from parents during a recent briefing by the Ministry of Education (MoE). While some parents and teachers embraced the system, many others came away disgruntled and still feeling in the dark: "Mixed reaction from parents to SPN21 briefing by Ministry (The Brunei Times, November 15, 2008).
One parent felt the the presentation was not transparent enough and that she could not get a clear picture what would happen come the time to implement it. "I felt that all the information was so incomplete. I have some idea of the new syllabus but the way it was presented, the whole idea was so obscure that I hope that is not the last time as I would like to know more about the system in more depth and detail," she said. A 26-year-old private sector employee, who wished to remain anonymous, said the briefing was so badly organised that he had yet to fully understand how the system operates. "It makes me wonder whether the teachers themselves are ready for this change or not. It is easy to be excited when you are up there, but when you are down here with the teachers and parents, we are the ones who are responsible for our children," he said.
If you visit the MoE portal on SPN21 the Curriculum and Assessment, the Offered Subjects, the Stages in School and the Students' Development are spelt out quite clearly. It spells out the Education System Structure, the Differences between the Current Education System and the SPN21 and Differences in the Schooling Duration under SPN21. It also spells out the Curriculum and Evaluation and Technical Education format.
The pre-school, primary school and the four or five year secondary format begins next year for Year 1 (Primary 1) Year 4 (Primary 4) and Year 7 (Form 1). Over Year 7 and Year 8 students will be subject to School-Based Assessment (SBA). At the end of Year 8, they will undergo the Student Progress Examination (SPE). Both the SBA and SPE will comprise the Student Progress Assessment (SPA) which will be used to channel students into either the General Education Programme (Four or five years) or the Applied Education Programme (five years ). The SPA will replace the current PMB examination which will come to an end after next year's Year 8 (Form 2) complete Year 9 (Form 3) in 2010. The Compulsory , Compulsory Complementary and Elective subjects are all spelt out for the various years.
Year 6 Primary pupils will still sit the assessment exam — PMR. Those who pass with 5As will enter the Science stream. Others who pass will enter the General Education (4- or 5-year-) or Applied Education (5-year-) programme. Those who fail can resit and, whether they pass or fail, will proceed to the Applied Education programme. Please visit the MoE portal for more details.
This is all well and good, now comes the hard part — implementing SPN21. Are the teachers ready for the full implementation of SPN21 beginning next year? As with parents many teachers were apprehensive about the impending implementation of SPN21: "Mixed reactions to full SPN21 implementation next year" (The Brunei Times, November 11, 2008). While some teachers were enthusiastic with the student-centred approach, others posed various problems involved including the large number pupils per classroom which made personal attention difficult. One teacher said that the MoE would be handing out the syllabus only in December and also said how there was still no transparency in the handling of the syllabus."We haven't seen the syllabus yet and the teachers are still not prepared. They don't even really know what they will be teaching," she said. Moreover student-centred learning will progress more smoothly if students in a classroom are more or less equally gifted, meaning streaming students for the various subjects. Perhaps within six months of its implementation, the first news of its strengths and weaknesses will be known and steps can begin to introduce the necessary tweaking to nudge it along the path to success.
Saturday, November 15, 2008
Mixed reaction from parents to SPN21 briefing by Ministry
Mixed reaction from parents to SPN21 briefing by Ministry
Trying to understand: Parents attending during the SPN21 talk by the Ministry of Education held at the Sekolah Menengah Puteri Hjh Masna, Lambak Kanan. Picture: BT/Zamri Zainal
HANA ROSLAN
BRUNEI-MUARA
Saturday, November 15, 2008
Some embrace the system, others are disgruntled and feel left in the dark
WITH the arrival of the National Educational System for the 21st century (SPN21) just two months away, the briefing organised by the Ministry of Education (MOE) for parents who have children in the secondary level has struck a chord both ways.
Some parents embraced the system with open arms, but others were just left disgruntled and in the dark.
A 36-year old man working in the private sector, who opted for anonymity,stated that he was in the briefing for the whole morning and was still puzzled.
"This was supposed to be a briefing on the SPN21, but I just wasted my time and came empty-handed towards the end of the day because I feel I have yet to fully understand how the system works," he said.
He said everything was badly organised and that there should have been some booklets or clear guidelines that outline the plans for the new system so the parents will at least be able to comprehend what was actually being said.
He also stated that the change was so drastic and added how it was not thought out thoroughly .
"It is making me question whether the teachers themselves are ready for this change or not. It is easy to be excited about a new system when you are up there, but when you are down here with the teachers and parents, we are the ones who are responsible for our children," he said.
He stated that the challenges will be difficult but can be ironed out if only there was more awareness and information.
A mother of five children in her late thirties working in the government sector also complained of the lack of transparency that occurred during the briefing.
"I felt that all the information was so incomplete. I have some idea of the new syllabus but the way it was presented, the whole idea, was so obscure that i hope this is not the last time as I would like to know about the system in more depth and detail," she said.
She also said that she hoped that the authorities could look into giving out samples of the SPN21 test format soon so that she will be well-informed about how the assessment system works.
"How can I help steer my child towards the right preparations when even I don't have a clue as to what kind of approach will be taken in the new syllabus?," she said.
Julaimah Jumat a mother of six, has faith in the new system and the information that has been passed on, as she knows the new innovative system will be able to help her child who she admits, is a slow learner.
She stated that the new system will be able to assess students individually and this requires parents to converse with teachers constantly in hearing about their progress.
She said that this system will be able to manifest some slow learning students that parents might not be able to be comfortable admitting to it.
"This should not matter. We want what is best for a children. Maybe it's about time to make a change,"she said.
She added that the new system will be a pinnacle of change compared to the current one and requests for more teacher-parent interaction to monitor children's progress.
A uniformed personnel by the name of Hjh Zainah Hj Mahmud and also a mother to a secondary one student said that she also embraces the changes positively as it brings a better and more different level to the standards of education.
She stated that her child will be more motivated in her academic endeavours and will definitely be working with the teachers to ensure that her child will rise up and be ready for the challenges that are to come. The Brunei Times
Trying to understand: Parents attending during the SPN21 talk by the Ministry of Education held at the Sekolah Menengah Puteri Hjh Masna, Lambak Kanan. Picture: BT/Zamri Zainal
HANA ROSLAN
BRUNEI-MUARA
Saturday, November 15, 2008
Some embrace the system, others are disgruntled and feel left in the dark
WITH the arrival of the National Educational System for the 21st century (SPN21) just two months away, the briefing organised by the Ministry of Education (MOE) for parents who have children in the secondary level has struck a chord both ways.
Some parents embraced the system with open arms, but others were just left disgruntled and in the dark.
A 36-year old man working in the private sector, who opted for anonymity,stated that he was in the briefing for the whole morning and was still puzzled.
"This was supposed to be a briefing on the SPN21, but I just wasted my time and came empty-handed towards the end of the day because I feel I have yet to fully understand how the system works," he said.
He said everything was badly organised and that there should have been some booklets or clear guidelines that outline the plans for the new system so the parents will at least be able to comprehend what was actually being said.
He also stated that the change was so drastic and added how it was not thought out thoroughly .
"It is making me question whether the teachers themselves are ready for this change or not. It is easy to be excited about a new system when you are up there, but when you are down here with the teachers and parents, we are the ones who are responsible for our children," he said.
He stated that the challenges will be difficult but can be ironed out if only there was more awareness and information.
A mother of five children in her late thirties working in the government sector also complained of the lack of transparency that occurred during the briefing.
"I felt that all the information was so incomplete. I have some idea of the new syllabus but the way it was presented, the whole idea, was so obscure that i hope this is not the last time as I would like to know about the system in more depth and detail," she said.
She also said that she hoped that the authorities could look into giving out samples of the SPN21 test format soon so that she will be well-informed about how the assessment system works.
"How can I help steer my child towards the right preparations when even I don't have a clue as to what kind of approach will be taken in the new syllabus?," she said.
Julaimah Jumat a mother of six, has faith in the new system and the information that has been passed on, as she knows the new innovative system will be able to help her child who she admits, is a slow learner.
She stated that the new system will be able to assess students individually and this requires parents to converse with teachers constantly in hearing about their progress.
She said that this system will be able to manifest some slow learning students that parents might not be able to be comfortable admitting to it.
"This should not matter. We want what is best for a children. Maybe it's about time to make a change,"she said.
She added that the new system will be a pinnacle of change compared to the current one and requests for more teacher-parent interaction to monitor children's progress.
A uniformed personnel by the name of Hjh Zainah Hj Mahmud and also a mother to a secondary one student said that she also embraces the changes positively as it brings a better and more different level to the standards of education.
She stated that her child will be more motivated in her academic endeavours and will definitely be working with the teachers to ensure that her child will rise up and be ready for the challenges that are to come. The Brunei Times
Tuesday, September 16, 2008
Towards a university of research
Published on The Brunei Times (http://www.bt.com.bn/en)
Towards a university of research
University of research: Dr Tong Chee Kiong from the National University of Singapore (NUS) speaking during the public lecture. Picture: BT/Nasroul Hizam
Nasroul Hizam
BRUNEI-MUARA
Tuesday, September 16, 2008
EDUCATIONAL institutions have not turned away from the possibility of collaborating with both the public and private sectors to develop partnerships. Universiti Brunei Darussalam (UBD) yesterday held a public lecture entitled "Towards a University of Research and Enterprise" to showcase strategies necessary for the success of such partnerships.
The lecture was conducted by Professor Dr Tong Chee Kiong, a professor of graduate studies at the Department of Sociology in the National University of Singapore.
Dr Tong began with identifying the attitude of leading public universities which included an emphasis on graduate research education and successful spin-off companies.
Focusing on the issue of research, he recommended that institutions identify key strengths and research foci of their faculties to identify opportunities available. It is also important to have targets within the nation's own goals and interests, he added.
He shared a method where research "cocooning" involves the pooling together of experts, talented students and drawing expertise from graduates to obtain a nucleus of particular areas after a period of time.
He also mentioned that educational institutions should focus their research in areas of current strategic importance such as life sciences, sustainable development and biodiversity, environment and water technologies, interactive and digital media as well as asian studies.
Although infrastructure is important, he stressed that people are needed for any changes to take place particularly the promotion of multi-disciplinary initiatives which would add both scientific and commercial value to the institution.
In doing so, an institution's value needs to be made more aware with increased research output of its staff. The university itself needs to create time and support for their staff to produce journals, books and deliver conference papers. This would also raise the international reputation of its staff.
To add onto the expertise within the institution, it would also need to recruit talent to complement the research initiatives of the faculties. He said that over time, the research culture will develop and continue to attract more researchers and talented students.
In today's knowledge-based economies, universities are described as one of the engines of public growth. Dr Tong suggested that universities start inviting successful CEOs or alumni members to speak to students in order to inspire them so that they may have someone to look up to.
Another way to be enterprising is to cultivate a desire for innovation so that the institution would become a centre for both entrepreneurship and innovation. With that, the university can go on to start up incubators or spin-off companies run by the staff, graduates and alumni members. Ultimately, the institution can then develop global partnerships in both research and enterprise. Dr Tong commented that linking with other institutions will help to shorten the learning curve and save time.
However, the basic foundation still lies in the marketing of high quality and quantity of graduates. Dr Tong suggested that the increase of the international student population will lead to a cosmopolitan vibrancy. He added that students do not just learn from their lecturers but also from one another, so UBD could benefit from a greater pool of students from other asian countries and even Australia.
According to the professor, undergraduates should also be educated with skills and values such as critical and creative thinking, communication skills as well as character-building.
With regards to inter-disciplinary programmes, Dr Tong recommended that students specialise in their chosen fields, learn across their disciplines and extend their learning to the knowledge of ideas. If successful, it would open up institutions to joint-degree programmes based on the country's needs and the reality of situations.
Lecturers and staff of UBD were joined in the lecture by visitors from Institut Teknologi Brunei, Seri Begawan Religious Teaching College Universiti, Sultan Sharif Ali Islamic University and the Royal Brunei Armed Forces.
Also present were the Permanent Secretary (Higher Education) at the Ministry of Education Hj Daud Hj Mahmud and UBD Vice-Chancellor Dr Hj Zulkarnain Hj Hanafi.
Another issue Dr Tong highlighted was the need to keep curriculum up to date and relevant as knowledge changes very fast.
Saying that a national or public university should have the mission of being in pursuit of excellence in research, enterprise and education, Dr Tong said that a university can distinguish itself from other institutions by evaluating its own needs and carefully operating according to the university's context.
Dr Hj Zulkarnain later commented that he was pleased to have a visitor from a friendly neighbouring country to share strategies and insights into improving Brunei's educational institutions of higher learning. He admitted that people are constantly talking about how to go to the next level through research. He said lecturers should not just undertake research but also demonstrate to their students exactly how important research is.The Brunei Times
________________________________________
Source URL:
http://www.bt.com.bn/en/en/home_news/2008/09/16/towards_a_university_of_research
Towards a university of research
University of research: Dr Tong Chee Kiong from the National University of Singapore (NUS) speaking during the public lecture. Picture: BT/Nasroul Hizam
Nasroul Hizam
BRUNEI-MUARA
Tuesday, September 16, 2008
EDUCATIONAL institutions have not turned away from the possibility of collaborating with both the public and private sectors to develop partnerships. Universiti Brunei Darussalam (UBD) yesterday held a public lecture entitled "Towards a University of Research and Enterprise" to showcase strategies necessary for the success of such partnerships.
The lecture was conducted by Professor Dr Tong Chee Kiong, a professor of graduate studies at the Department of Sociology in the National University of Singapore.
Dr Tong began with identifying the attitude of leading public universities which included an emphasis on graduate research education and successful spin-off companies.
Focusing on the issue of research, he recommended that institutions identify key strengths and research foci of their faculties to identify opportunities available. It is also important to have targets within the nation's own goals and interests, he added.
He shared a method where research "cocooning" involves the pooling together of experts, talented students and drawing expertise from graduates to obtain a nucleus of particular areas after a period of time.
He also mentioned that educational institutions should focus their research in areas of current strategic importance such as life sciences, sustainable development and biodiversity, environment and water technologies, interactive and digital media as well as asian studies.
Although infrastructure is important, he stressed that people are needed for any changes to take place particularly the promotion of multi-disciplinary initiatives which would add both scientific and commercial value to the institution.
In doing so, an institution's value needs to be made more aware with increased research output of its staff. The university itself needs to create time and support for their staff to produce journals, books and deliver conference papers. This would also raise the international reputation of its staff.
To add onto the expertise within the institution, it would also need to recruit talent to complement the research initiatives of the faculties. He said that over time, the research culture will develop and continue to attract more researchers and talented students.
In today's knowledge-based economies, universities are described as one of the engines of public growth. Dr Tong suggested that universities start inviting successful CEOs or alumni members to speak to students in order to inspire them so that they may have someone to look up to.
Another way to be enterprising is to cultivate a desire for innovation so that the institution would become a centre for both entrepreneurship and innovation. With that, the university can go on to start up incubators or spin-off companies run by the staff, graduates and alumni members. Ultimately, the institution can then develop global partnerships in both research and enterprise. Dr Tong commented that linking with other institutions will help to shorten the learning curve and save time.
However, the basic foundation still lies in the marketing of high quality and quantity of graduates. Dr Tong suggested that the increase of the international student population will lead to a cosmopolitan vibrancy. He added that students do not just learn from their lecturers but also from one another, so UBD could benefit from a greater pool of students from other asian countries and even Australia.
According to the professor, undergraduates should also be educated with skills and values such as critical and creative thinking, communication skills as well as character-building.
With regards to inter-disciplinary programmes, Dr Tong recommended that students specialise in their chosen fields, learn across their disciplines and extend their learning to the knowledge of ideas. If successful, it would open up institutions to joint-degree programmes based on the country's needs and the reality of situations.
Lecturers and staff of UBD were joined in the lecture by visitors from Institut Teknologi Brunei, Seri Begawan Religious Teaching College Universiti, Sultan Sharif Ali Islamic University and the Royal Brunei Armed Forces.
Also present were the Permanent Secretary (Higher Education) at the Ministry of Education Hj Daud Hj Mahmud and UBD Vice-Chancellor Dr Hj Zulkarnain Hj Hanafi.
Another issue Dr Tong highlighted was the need to keep curriculum up to date and relevant as knowledge changes very fast.
Saying that a national or public university should have the mission of being in pursuit of excellence in research, enterprise and education, Dr Tong said that a university can distinguish itself from other institutions by evaluating its own needs and carefully operating according to the university's context.
Dr Hj Zulkarnain later commented that he was pleased to have a visitor from a friendly neighbouring country to share strategies and insights into improving Brunei's educational institutions of higher learning. He admitted that people are constantly talking about how to go to the next level through research. He said lecturers should not just undertake research but also demonstrate to their students exactly how important research is.The Brunei Times
________________________________________
Source URL:
http://www.bt.com.bn/en/en/home_news/2008/09/16/towards_a_university_of_research
Thursday, August 28, 2008
Research looks into educators' competencies
Research looks into educators' competencies
BANDAR SERI BEGAWAN
Thursday, August 28, 2008
THE production of quality human capital needs quality education dispensed by skilled, qualified educators, but such local educators may not all be knowledgeable or passionate about the subjects they teach.
This issue was addressed by Liana Artini Hj Mohd Noor from the Department of Business and Management at Institut Teknologi Brunei (ITB), when she presented her research on "The Significance of Specialisation for Vocational and Technical Education (VTE) Educators" during the Human Resource Compendium on Best Practices in Brunei Darussalam.
Liana Artini stated that the competencies of teaching staff can contribute to a more effective, motivated and valuable workforce in VTE, adding that it is necessary for the teaching staff to acquire comprehensive knowledge and hands-on experience in their teaching subjects in order to fully complement the requirements of VTE services to the community, government and the private sector.
She also highlighted that the foundation to sustaining and enhancing the quality of service providers are skilful and competent educators. These educators play a significant role in producing the human capital that is adapted to the globally dynamic and competitive knowledge-based economy.
In her research, Liana Artini investigated local professional teaching staff from a variety of VTE institutions and examined whether their specialist background fit with their teaching area in order to conclude if there was any evidence of teaching subject mismatch.
She had a sample of 71 respondents who have answered interviews and questionnaires regarding the matter.
Of this sample, the feedback revealed that 68.1 per cent of the educators interviewed found that their teaching subjects were relevant to their area of expertise or qualifications.
Meanwhile, 25 per cent said that it was "somewhat relevant" and the rest declared that what they taught did not relate to their qualifications.
From the pool of educators interviewed, it was also discovered that 31 individuals expected to take on the teaching profession.
The other 40 individuals "resorted" to teaching as a result of other influencing factors, with the most common reason being that the individual was bonded to service with the government.
However, from her research, it was found that there was "very little" evidence to support teaching subject mismatch among teaching staff in the VTE institutions surveyed.
Liana Aritini suggested that the study be expanded to include more institutions and a broader sample.
She also expressed her hope that the study would raise awareness to the existence and concerns brought about teaching subject mismatch.
One of the audience members later suggested that students should be given courses that have been "tailored" to the demands of the organisations. "We must realise that the community is our stakeholder," said a representative from Universiti Brunei Darussalam.(ODM1)
The Brunei Times
BANDAR SERI BEGAWAN
Thursday, August 28, 2008
THE production of quality human capital needs quality education dispensed by skilled, qualified educators, but such local educators may not all be knowledgeable or passionate about the subjects they teach.
This issue was addressed by Liana Artini Hj Mohd Noor from the Department of Business and Management at Institut Teknologi Brunei (ITB), when she presented her research on "The Significance of Specialisation for Vocational and Technical Education (VTE) Educators" during the Human Resource Compendium on Best Practices in Brunei Darussalam.
Liana Artini stated that the competencies of teaching staff can contribute to a more effective, motivated and valuable workforce in VTE, adding that it is necessary for the teaching staff to acquire comprehensive knowledge and hands-on experience in their teaching subjects in order to fully complement the requirements of VTE services to the community, government and the private sector.
She also highlighted that the foundation to sustaining and enhancing the quality of service providers are skilful and competent educators. These educators play a significant role in producing the human capital that is adapted to the globally dynamic and competitive knowledge-based economy.
In her research, Liana Artini investigated local professional teaching staff from a variety of VTE institutions and examined whether their specialist background fit with their teaching area in order to conclude if there was any evidence of teaching subject mismatch.
She had a sample of 71 respondents who have answered interviews and questionnaires regarding the matter.
Of this sample, the feedback revealed that 68.1 per cent of the educators interviewed found that their teaching subjects were relevant to their area of expertise or qualifications.
Meanwhile, 25 per cent said that it was "somewhat relevant" and the rest declared that what they taught did not relate to their qualifications.
From the pool of educators interviewed, it was also discovered that 31 individuals expected to take on the teaching profession.
The other 40 individuals "resorted" to teaching as a result of other influencing factors, with the most common reason being that the individual was bonded to service with the government.
However, from her research, it was found that there was "very little" evidence to support teaching subject mismatch among teaching staff in the VTE institutions surveyed.
Liana Aritini suggested that the study be expanded to include more institutions and a broader sample.
She also expressed her hope that the study would raise awareness to the existence and concerns brought about teaching subject mismatch.
One of the audience members later suggested that students should be given courses that have been "tailored" to the demands of the organisations. "We must realise that the community is our stakeholder," said a representative from Universiti Brunei Darussalam.(ODM1)
The Brunei Times
Sunday, August 24, 2008
Teachers' role vital in making education reforms a success
Teachers' role vital in making education reforms a success
Education reforms: Hajah Norjum Haji Mohd Yussop, Deputy Permanent Secretary (CS), Ministry of Education, delivers her speech at the SPN21 Diagnostic Assessment Workshop yesterday. Picture: BT/SaifulizamBANDAR SERI BEGAWAN
Sunday, August 24, 2008
EDUCATION reforms will fail unless those responsible for strategy implementation consider the importance of teachers in bringing out the best in students' learning, a senior Ministry of Education official said.
Citing consulting firm McKinsey's research on 'How the world's best performing school systems come out on top' last year, Deputy Permanent Secretary (Corporate Services) Hjh Norjum Hj Mohd Yussop reiterated that student learning and development can be facilitated by providing teachers with the knowledge, skills, understanding and support.
"No education system can rise above the quality of its teachers," she said during yesterday's launch of the SPN 21 Diagnostic Assessment Workshop on three core subjects; English language, Science and Mathematics at the Rizqun International Hotel.
She said that based on the research, many school reforms failed in many countries despite massive spending, smaller class sizes and greater school freedom, because the "quality of an education system depends ultimately on the quality of teachers."
Over the years, the Ministry of Health has invested a significant amount in developing good systems in education to provide teachers with the environment and opportunities for personal and professional growth, she added.
Almost 600 primary and secondary school teachers, along with selected officers from departments under the Ministry of Education and Universiti Brunei Darussalam's Sultan Hassanal Bolkiah Institute of Education (SHBIE) will participate in the six-day workshop which will starts tomorrow at Institut Teknologi Brunei (ITB).
The workshop is part of the Ministry of Education's initiatives to support the 21st Century National Education System (SPN 21) and helping the teaching force to be mindful of developing their capabilities to tackle the challenges ahead.
The programme is led by strategy implementation specialists Optimise International and a team of education specialists from Australia Catholic University, Curtin University and Cengage Learning.
The six-day workshop will focus on further developing the knowledge and skills needed by teachers, school leaders and support staff from the ministry and in schools, to accurately diagnose and assess the abilities, interests, needs and potential of each student.
Hjh Norjum added that the ministry is determined that SPN 21 will be an example of what a well-researched and superbly executed education reform can achieve when there is the will, enthusiasm and commitment of all those involved to making it a success.
The Brunei Times
Education reforms: Hajah Norjum Haji Mohd Yussop, Deputy Permanent Secretary (CS), Ministry of Education, delivers her speech at the SPN21 Diagnostic Assessment Workshop yesterday. Picture: BT/SaifulizamBANDAR SERI BEGAWAN
Sunday, August 24, 2008
EDUCATION reforms will fail unless those responsible for strategy implementation consider the importance of teachers in bringing out the best in students' learning, a senior Ministry of Education official said.
Citing consulting firm McKinsey's research on 'How the world's best performing school systems come out on top' last year, Deputy Permanent Secretary (Corporate Services) Hjh Norjum Hj Mohd Yussop reiterated that student learning and development can be facilitated by providing teachers with the knowledge, skills, understanding and support.
"No education system can rise above the quality of its teachers," she said during yesterday's launch of the SPN 21 Diagnostic Assessment Workshop on three core subjects; English language, Science and Mathematics at the Rizqun International Hotel.
She said that based on the research, many school reforms failed in many countries despite massive spending, smaller class sizes and greater school freedom, because the "quality of an education system depends ultimately on the quality of teachers."
Over the years, the Ministry of Health has invested a significant amount in developing good systems in education to provide teachers with the environment and opportunities for personal and professional growth, she added.
Almost 600 primary and secondary school teachers, along with selected officers from departments under the Ministry of Education and Universiti Brunei Darussalam's Sultan Hassanal Bolkiah Institute of Education (SHBIE) will participate in the six-day workshop which will starts tomorrow at Institut Teknologi Brunei (ITB).
The workshop is part of the Ministry of Education's initiatives to support the 21st Century National Education System (SPN 21) and helping the teaching force to be mindful of developing their capabilities to tackle the challenges ahead.
The programme is led by strategy implementation specialists Optimise International and a team of education specialists from Australia Catholic University, Curtin University and Cengage Learning.
The six-day workshop will focus on further developing the knowledge and skills needed by teachers, school leaders and support staff from the ministry and in schools, to accurately diagnose and assess the abilities, interests, needs and potential of each student.
Hjh Norjum added that the ministry is determined that SPN 21 will be an example of what a well-researched and superbly executed education reform can achieve when there is the will, enthusiasm and commitment of all those involved to making it a success.
The Brunei Times
Innovation key in vocational education teaching methods
Innovation key in vocational education teaching methods
Training concludes: Participants attending the closing ceremony of Basic Workshop Education System Training and Development held at the Civil Service Institute. Picture: BT/Syazwan SadikinSyazwan Sadikin
BANDAR SERI BEGAWAN
Sunday, August 24, 2008
INNOVATIVE, flexible and student-centred approaches in technical and vocational education were required to meet the challenges of the 21st century, said the principal of Jefri Bolkiah Engineering College.
According to Hj Alias Hj Abu Bakar, these would include a reoriented curriculum to take account of new units, new assessment method and issues such as technology and the requirements of rapidly growing services industries.
He made the remarks during the closing ceremony of the Basic workshop on Student Centred Learning, Education System Training and Development held at the Civil Service Institute, yesterday.
"It is important to have a learner-centric teaching rather than traditional teaching, encourage collaborative or peer learning and encourage self-directed learning," said Hj Alias. He added: "Theory and practice should form an integrated whole and be presented in a manner that motivates the learners. The methods and material used in technical and vocational education should be adapted to the learners needs."
The workshop, said Hj Alias, has enabled participants to identify methods or approaches on how to get students excited in learning as the focus of Problem Based Learning (PBL) has shifted from "Teacher Teaching" to "Students Learning".
"The main role of instructor is a facilitator of learning who should encourage and help students to develop a deep approach to learning and stimulate dialogue among learners rather than lecture," the principal said.
As facilitators, according to him, serve as a resource to students and encourage students to be active in the classroom by investigating, asking questions and solving problems.
He added that due to the short amount of time, a follow up training or appropriate systematic training was needed to further develop the PBL, involving all the relevant stakeholders in the implementation of vocational and technical programmes.
In addition, sufficient resources and infrastructure are required to support its successful implementation.
Acting director of Technical Education, Ministry of Education, Ibrahim Hj Abdul Rahman was present at the closing ceremony where he presented certificates to all of the 40 participants comprising of principals, deputy principals and instructors from various vocational and technical institutions, as well as senior officers from the Department of Technical Education.
Among those present were Dr Chirstine Chan, assistant director of Republic Polytechnic International and head of sections of department of technical education.
The three-day basic workshop has provided participants with the knowledge and information on the best practices of teaching and learning approach that has been practiced by the Republic Polytechnic International on a student-centred learning approach.
The Republic Polythechnic International focuses on student-centred learning and employs the One Day-One Problem framework, where problems are used to trigger learning engagement and knowledge construction. The approach encourages students to be confident, resourceful and be self-directed in their learning.
The workshop is jointly organised by Department of Technical Education of MOE and RP Singapore.
The Brunei Times
Training concludes: Participants attending the closing ceremony of Basic Workshop Education System Training and Development held at the Civil Service Institute. Picture: BT/Syazwan SadikinSyazwan Sadikin
BANDAR SERI BEGAWAN
Sunday, August 24, 2008
INNOVATIVE, flexible and student-centred approaches in technical and vocational education were required to meet the challenges of the 21st century, said the principal of Jefri Bolkiah Engineering College.
According to Hj Alias Hj Abu Bakar, these would include a reoriented curriculum to take account of new units, new assessment method and issues such as technology and the requirements of rapidly growing services industries.
He made the remarks during the closing ceremony of the Basic workshop on Student Centred Learning, Education System Training and Development held at the Civil Service Institute, yesterday.
"It is important to have a learner-centric teaching rather than traditional teaching, encourage collaborative or peer learning and encourage self-directed learning," said Hj Alias. He added: "Theory and practice should form an integrated whole and be presented in a manner that motivates the learners. The methods and material used in technical and vocational education should be adapted to the learners needs."
The workshop, said Hj Alias, has enabled participants to identify methods or approaches on how to get students excited in learning as the focus of Problem Based Learning (PBL) has shifted from "Teacher Teaching" to "Students Learning".
"The main role of instructor is a facilitator of learning who should encourage and help students to develop a deep approach to learning and stimulate dialogue among learners rather than lecture," the principal said.
As facilitators, according to him, serve as a resource to students and encourage students to be active in the classroom by investigating, asking questions and solving problems.
He added that due to the short amount of time, a follow up training or appropriate systematic training was needed to further develop the PBL, involving all the relevant stakeholders in the implementation of vocational and technical programmes.
In addition, sufficient resources and infrastructure are required to support its successful implementation.
Acting director of Technical Education, Ministry of Education, Ibrahim Hj Abdul Rahman was present at the closing ceremony where he presented certificates to all of the 40 participants comprising of principals, deputy principals and instructors from various vocational and technical institutions, as well as senior officers from the Department of Technical Education.
Among those present were Dr Chirstine Chan, assistant director of Republic Polytechnic International and head of sections of department of technical education.
The three-day basic workshop has provided participants with the knowledge and information on the best practices of teaching and learning approach that has been practiced by the Republic Polytechnic International on a student-centred learning approach.
The Republic Polythechnic International focuses on student-centred learning and employs the One Day-One Problem framework, where problems are used to trigger learning engagement and knowledge construction. The approach encourages students to be confident, resourceful and be self-directed in their learning.
The workshop is jointly organised by Department of Technical Education of MOE and RP Singapore.
The Brunei Times
Saturday, August 9, 2008
Are you ready for your A-level results?
Preparing for the future: File photo shows Jerudong International School students gathering for the Earth Day assembly. If you are applying for a Bruneian Ministry of Education scholarship, contact the scholarship department to check that courses and universities have been approved. Picture: The Brunei Times
JOHN PRICE
BANDAR SERI BEGAWAN
Saturday, August 9, 2008
IF YOU took your A-levels in June, you will get the results on August 14th. This is obviously an anxious time for all 18 year olds, especially those starting university courses abroad in September.
If you have applied to British universities, you must meet conditional offers to be accepted, although some institutions are flexible. Results reach the universities on Monday 11th August, so universities have time to decide whether they will accept you if you have missed your offer. You can check your status on the UCAS website.
If you miss your offer and are rejected, do not despair. Telephone the university after 4pm (9am UK time) next Thursday and check the exact situation. If you miss a required grade by a few marks, consider asking your school to initiate a priority remark of the offending A-level. The result will come back in about a week. Tell the university, which has rejected you, that you have done this.
Only your school can apply for remarks. The Examination Board will charge the school, which will probably require payment from you. If your marks go up and you meet the offer, the university is under an obligation to accept you.
It must be said that certain boards rarely change their marks. It is always worth contacting a UK university directly, after the results come out, if it has the course you want, and places. The formal system for doing this is known as "clearing". It is permissible to telephone any university, even if you did not apply to it in the first place. If it offers you a place and you accept, UCAS can be informed afterwards. The university will probably do this for you.
The most popular courses at the most prestigious universities will generally be full, but don't accept any old course at a university of low standing. Make sure that the course is really what you want to do. There is no shame in taking your A-levels again, if you have a reasonable chance of improving the grades. If you don't, be pragmatic.
If you are applying for a Bruneian Ministry of Education scholarship, contact the scholarship department to check that courses and universities have been approved and the Ministry is happy for you to proceed.
If everything goes well next Thursday and you meet your UK offer, you are in a fortunate position. Your parents however will be worrying about how much it is all going to cost. No doubt the money changers in Gadong will run out of pounds quite regularly, so it is important to get to them early. You need money to cover you for the initial period, until your bank account in the UK is set up. Universities generally send out useful information about practicalities, as soon as students have been accepted. Your parents will be worried about you in the initial period, so contact them regularly. When I was a student, we had to queue in the pouring rain to get to the phone box. Now there is no excuse. You can text or email or use an Internet telephone line for next to nothing.
Making friends is very important. The majority of students will be British, although most universities have large numbers of international students. You will find every race and religion. One of the best places to make friends is the Junior Common Room, which will be lively most evenings. All first years will be in the same boat, so it should be easy to get to know people. You don't have to drink, if you don't want to. Just stick to your principles. A few students may need educating that it is possible to have an enjoyable evening without alcohol. Just treat them with the appropriate contempt and you'll probably find they become good friends.
However shy or extrovert you are, you will be thrown together with people on your course and you will also make friends through the various clubs and societies you join. Don't take refuge in friendships with other students from your school or country, although of course it's good to be able to chat in Malay or Chinese sometimes. University is supposed to be about breaking down barriers, not consolidating them. If you've chosen the UK for your higher education, there's not much point in going out of your way to isolate yourself from its culture and people.
Freshers' week is great fun. Universities arrange all kinds of briefings for students as well as special sessions for international students. There will be parties and societies fairs and meetings with your tutor and faculty teachers. Enjoy it.
It is probably a good idea not to take the dons too seriously. I remember doing every essay I was set in my first year and ending up knowing nothing properly. A rather dry old professor required me to read an author a week and then come up with coherent insights into his work. I was totally exhausted. I would have done better to take charge and get him to set me a manageable amount of work on fewer authors. Of course, at 19, it isn't easy to take on these greying eminences. What I wrote was probably total rubbish and my supervisor took to setting his clock 10 minutes fast so he could get rid of me sooner.
Some dons cultivate eccentricity as a matter of course and are inveterate gossips. The trivia of college and undergraduate life intrigues them. Just remember that they have probably repeated a thousand times the imposing anecdote they are telling you. The internecine squabbles among university staff about faculty appointments or funding do not always suggest high-mindedness and nobility of spirit. Some cannot admit to themselves that they no longer are excited by the history of the mute e in Medieval French or Bulgarian agrarian reforms of the 15th century and they take it out on you. Your essay is probably not half as bad as they suggest.
The writer is the principal of Jerudong International School.
The Brunei Times
Preparing for the future: File photo shows Jerudong International School students gathering for the Earth Day assembly. If you are applying for a Bruneian Ministry of Education scholarship, contact the scholarship department to check that courses and universities have been approved. Picture: The Brunei Times
JOHN PRICE
BANDAR SERI BEGAWAN
Saturday, August 9, 2008
IF YOU took your A-levels in June, you will get the results on August 14th. This is obviously an anxious time for all 18 year olds, especially those starting university courses abroad in September.
If you have applied to British universities, you must meet conditional offers to be accepted, although some institutions are flexible. Results reach the universities on Monday 11th August, so universities have time to decide whether they will accept you if you have missed your offer. You can check your status on the UCAS website.
If you miss your offer and are rejected, do not despair. Telephone the university after 4pm (9am UK time) next Thursday and check the exact situation. If you miss a required grade by a few marks, consider asking your school to initiate a priority remark of the offending A-level. The result will come back in about a week. Tell the university, which has rejected you, that you have done this.
Only your school can apply for remarks. The Examination Board will charge the school, which will probably require payment from you. If your marks go up and you meet the offer, the university is under an obligation to accept you.
It must be said that certain boards rarely change their marks. It is always worth contacting a UK university directly, after the results come out, if it has the course you want, and places. The formal system for doing this is known as "clearing". It is permissible to telephone any university, even if you did not apply to it in the first place. If it offers you a place and you accept, UCAS can be informed afterwards. The university will probably do this for you.
The most popular courses at the most prestigious universities will generally be full, but don't accept any old course at a university of low standing. Make sure that the course is really what you want to do. There is no shame in taking your A-levels again, if you have a reasonable chance of improving the grades. If you don't, be pragmatic.
If you are applying for a Bruneian Ministry of Education scholarship, contact the scholarship department to check that courses and universities have been approved and the Ministry is happy for you to proceed.
If everything goes well next Thursday and you meet your UK offer, you are in a fortunate position. Your parents however will be worrying about how much it is all going to cost. No doubt the money changers in Gadong will run out of pounds quite regularly, so it is important to get to them early. You need money to cover you for the initial period, until your bank account in the UK is set up. Universities generally send out useful information about practicalities, as soon as students have been accepted. Your parents will be worried about you in the initial period, so contact them regularly. When I was a student, we had to queue in the pouring rain to get to the phone box. Now there is no excuse. You can text or email or use an Internet telephone line for next to nothing.
Making friends is very important. The majority of students will be British, although most universities have large numbers of international students. You will find every race and religion. One of the best places to make friends is the Junior Common Room, which will be lively most evenings. All first years will be in the same boat, so it should be easy to get to know people. You don't have to drink, if you don't want to. Just stick to your principles. A few students may need educating that it is possible to have an enjoyable evening without alcohol. Just treat them with the appropriate contempt and you'll probably find they become good friends.
However shy or extrovert you are, you will be thrown together with people on your course and you will also make friends through the various clubs and societies you join. Don't take refuge in friendships with other students from your school or country, although of course it's good to be able to chat in Malay or Chinese sometimes. University is supposed to be about breaking down barriers, not consolidating them. If you've chosen the UK for your higher education, there's not much point in going out of your way to isolate yourself from its culture and people.
Freshers' week is great fun. Universities arrange all kinds of briefings for students as well as special sessions for international students. There will be parties and societies fairs and meetings with your tutor and faculty teachers. Enjoy it.
It is probably a good idea not to take the dons too seriously. I remember doing every essay I was set in my first year and ending up knowing nothing properly. A rather dry old professor required me to read an author a week and then come up with coherent insights into his work. I was totally exhausted. I would have done better to take charge and get him to set me a manageable amount of work on fewer authors. Of course, at 19, it isn't easy to take on these greying eminences. What I wrote was probably total rubbish and my supervisor took to setting his clock 10 minutes fast so he could get rid of me sooner.
Some dons cultivate eccentricity as a matter of course and are inveterate gossips. The trivia of college and undergraduate life intrigues them. Just remember that they have probably repeated a thousand times the imposing anecdote they are telling you. The internecine squabbles among university staff about faculty appointments or funding do not always suggest high-mindedness and nobility of spirit. Some cannot admit to themselves that they no longer are excited by the history of the mute e in Medieval French or Bulgarian agrarian reforms of the 15th century and they take it out on you. Your essay is probably not half as bad as they suggest.
The writer is the principal of Jerudong International School.
The Brunei Times
Wednesday, July 23, 2008
Teachers urged to embrace inclusive education system
Published on The Brunei Times (http://www.bt.com.bn/en)
Teachers urged to embrace inclusive education system
Embracing diversity: Some of the participants at the National Seminar and Workshop on Special Education 2008, which carries the theme 'Embracing Diversity: Strengthening Inclusive Schools'. Picture: Syafie Nadi
Syazwan Sadikin
BRUNEI-MUARA
Wednesday, July 23, 2008
PRINCIPALS and teachers should become more involved and open in assimilating special needs students in their schools and strengthen their support system for these students.
This was said by Datin Paduka Dayang Apsah Hj Abdul Majid, Permanent Secretary (Core Education) at the Ministry of Education during the opening of the National Seminar and Workshop on Special Education 2008 at Universiti Brunei Darussalam yesterday.
"It is crucial that we undertake this task to review and strengthen what has been implemented to date, to ensure access to quality education for all in the years to come," she said.
She added it was also important that teachers receive appropriate training to develop their competencies, understanding, knowledge and skills that are required to facilitate the development of inclusive schooling.
"Classroom teachers play a pivotal role in maximising each learner's potential, and must learn strategies and methods to make use of each child's strength, skills and preferred learning style," said Datin Apsah.
The benefits, she said, can advance the planning and evaluation of school support policies and practices to ensure the provision of quality educational plans for those with special needs.
The permanent secretary related that selected primary and secondary schools have been allocated additional funding and support such as special learning equipment or resources, specialist support services and teacher training programmes to provide a wide range of quality inclusive education for students with special needs.
She also stressed the importance of a child-friendly school, one that provides a conducive learning environment and to help realise a child's full potential, thus promoting and reflecting healthy living.
"All children with special needs can be valued, contributing members of society if given appropriate educational programmes facilities and support," she said.
Members of School Based Teams (a collection teachers supporting special needs students), said Datin Apsah, can also help ensure diversity is accepted in schools throughout Brunei, reflecting His Majesty the Sultan and Yang Di-Pertuan of Brunei Darussalam's desire to ensure all children have the opportunity to realise their potential.
About 500 participants consisting of educators and facilitators attended yesterday's seminar and workshop, which carry the theme 'Embracing Diversity: Strengthening Inclusive Schools'.
The event is organised by the Special Education Unit under the education ministry. Its objective is to provide a platform for participants to examine issues, challenges, barriers, opportunities and directions for the future.The Brunei Times
________________________________________
Source URL:
http://www.bt.com.bn/en/en/home_news/2008/07/23/teachers_urged_to_embrace_inclusive_education_system
Teachers urged to embrace inclusive education system
Embracing diversity: Some of the participants at the National Seminar and Workshop on Special Education 2008, which carries the theme 'Embracing Diversity: Strengthening Inclusive Schools'. Picture: Syafie Nadi
Syazwan Sadikin
BRUNEI-MUARA
Wednesday, July 23, 2008
PRINCIPALS and teachers should become more involved and open in assimilating special needs students in their schools and strengthen their support system for these students.
This was said by Datin Paduka Dayang Apsah Hj Abdul Majid, Permanent Secretary (Core Education) at the Ministry of Education during the opening of the National Seminar and Workshop on Special Education 2008 at Universiti Brunei Darussalam yesterday.
"It is crucial that we undertake this task to review and strengthen what has been implemented to date, to ensure access to quality education for all in the years to come," she said.
She added it was also important that teachers receive appropriate training to develop their competencies, understanding, knowledge and skills that are required to facilitate the development of inclusive schooling.
"Classroom teachers play a pivotal role in maximising each learner's potential, and must learn strategies and methods to make use of each child's strength, skills and preferred learning style," said Datin Apsah.
The benefits, she said, can advance the planning and evaluation of school support policies and practices to ensure the provision of quality educational plans for those with special needs.
The permanent secretary related that selected primary and secondary schools have been allocated additional funding and support such as special learning equipment or resources, specialist support services and teacher training programmes to provide a wide range of quality inclusive education for students with special needs.
She also stressed the importance of a child-friendly school, one that provides a conducive learning environment and to help realise a child's full potential, thus promoting and reflecting healthy living.
"All children with special needs can be valued, contributing members of society if given appropriate educational programmes facilities and support," she said.
Members of School Based Teams (a collection teachers supporting special needs students), said Datin Apsah, can also help ensure diversity is accepted in schools throughout Brunei, reflecting His Majesty the Sultan and Yang Di-Pertuan of Brunei Darussalam's desire to ensure all children have the opportunity to realise their potential.
About 500 participants consisting of educators and facilitators attended yesterday's seminar and workshop, which carry the theme 'Embracing Diversity: Strengthening Inclusive Schools'.
The event is organised by the Special Education Unit under the education ministry. Its objective is to provide a platform for participants to examine issues, challenges, barriers, opportunities and directions for the future.The Brunei Times
________________________________________
Source URL:
http://www.bt.com.bn/en/en/home_news/2008/07/23/teachers_urged_to_embrace_inclusive_education_system
Tuesday, July 15, 2008
If 'science + math = intelligent' where are the arts in Brunei?
If 'science + math = intelligent' where are the arts in Brunei?
Blogger Roxie
BANDAR SERI BEGAWAN
Tuesday, July 15, 2008
I BELIEVE that in Brunei, as in many other Asian countries, science is still considered to be more valued and respected than the arts.
For example, in the economic powerhouse that is Japan it is found that the academic achievement of Japanese students is high by international standards. Japanese children consistently rank at or near the top in successive international tests of most mathematics.
The top five countries scoring the highest in Math and Science are found in Singapore, Taiwan, South Korea, Hong Kong and Japan — further asserting the importance of such subjects in the various Asian nations. In Brunei however, kids are split and categorised into two streams, science and arts, upon entering high school and you can all guess which out of the two is more revered. My parents say this seperation however has been going on since they themselves were at school where many were made to feel that because they were learning History instead of Chemistry they were at a slight disadvantage. It seems that then and still now our education system is hoping to garner more scientists and mathematicians evident in the conception of Maktab Sains Paduka Seri Begawan Sultan (Science College Paduka Seri Begawan Sultan) and its reputation for being "the best run secondary school in Brunei Darussalam". This suggests that we as a nation are trying to catch up to our Asian neighbours in terms of educational excellence by emulating their educational systems. Put simply, it seems that the equation "science + math = intelligent" is ingrained in many Bruneian minds today.
Yet, there seems to be many weaknesses in this science-math oriented system.
Let's face it, not everybody has the brain for it and each person has their own individual niches. Some kids might naturally be great with numbers while others might have a knack for drawing, singing or acting. In my case from an early age I knew I wasn't a science or math whiz. I distinctly remember my kindy teacher speaking to my parents about how I would write the number "8" by putting two zeroes on top of one another. (Haha. Don't worry, I learnt to write it thecorrect way).
Basically what I'm getting at is that I find many Bruneian kids lack outlets for personal creativity and expression.
Although we have slowly begun to introduce Sports Schools and Performing Arts Schools I believe there is a stigma attached to careers involving the arts including theatre, music and fashion, among many.
I myself have met many young Bruneians who possess such talents in the aforementioned fields that find themselves discouraged due to the impression of the lack of recognition and stability if one were to pursue such career paths. For instance, if one were a painter how many art galleries in Brunei would be able to purchase your paintings? If one were a writer how many publishing houses are available to publish your novels? And I could go on and on with a list of examples. If we do not take the necessary steps to ensure that we create a thriving environment for culture and the arts we might just miss the opportunity to have our very own Andy Warhols, Coco Chanels, Jack Nicholsons and Brontes. Personally I find it very sad that growing up I did not have any Bruneian luminaries to aspire to be or admire. Still today, from off the top of my head I can't think of any famous Bruneian novelists, artists, actors, fashion designers and athletes. Furthermore, living abroad for a large part of my life when it came to introducing myself to people from other countries not only is there a common misunderstanding that Brunei is situated in the Middle East but also that we are merely famous for our oil and gas. We should strive to change that misconception, don't you think? We should learn to appreciate that Brunei's young ones have an array of talent and gifts waiting to be discovered.
While having scientists and mathematicians is a good thing, we must recognise that in order to diversify our country's resources we must first diversify the talents of our people because Brunei's definitely got more talent waiting to be tapped.
www.acc2size.com
Blogger Roxie
BANDAR SERI BEGAWAN
Tuesday, July 15, 2008
I BELIEVE that in Brunei, as in many other Asian countries, science is still considered to be more valued and respected than the arts.
For example, in the economic powerhouse that is Japan it is found that the academic achievement of Japanese students is high by international standards. Japanese children consistently rank at or near the top in successive international tests of most mathematics.
The top five countries scoring the highest in Math and Science are found in Singapore, Taiwan, South Korea, Hong Kong and Japan — further asserting the importance of such subjects in the various Asian nations. In Brunei however, kids are split and categorised into two streams, science and arts, upon entering high school and you can all guess which out of the two is more revered. My parents say this seperation however has been going on since they themselves were at school where many were made to feel that because they were learning History instead of Chemistry they were at a slight disadvantage. It seems that then and still now our education system is hoping to garner more scientists and mathematicians evident in the conception of Maktab Sains Paduka Seri Begawan Sultan (Science College Paduka Seri Begawan Sultan) and its reputation for being "the best run secondary school in Brunei Darussalam". This suggests that we as a nation are trying to catch up to our Asian neighbours in terms of educational excellence by emulating their educational systems. Put simply, it seems that the equation "science + math = intelligent" is ingrained in many Bruneian minds today.
Yet, there seems to be many weaknesses in this science-math oriented system.
Let's face it, not everybody has the brain for it and each person has their own individual niches. Some kids might naturally be great with numbers while others might have a knack for drawing, singing or acting. In my case from an early age I knew I wasn't a science or math whiz. I distinctly remember my kindy teacher speaking to my parents about how I would write the number "8" by putting two zeroes on top of one another. (Haha. Don't worry, I learnt to write it thecorrect way).
Basically what I'm getting at is that I find many Bruneian kids lack outlets for personal creativity and expression.
Although we have slowly begun to introduce Sports Schools and Performing Arts Schools I believe there is a stigma attached to careers involving the arts including theatre, music and fashion, among many.
I myself have met many young Bruneians who possess such talents in the aforementioned fields that find themselves discouraged due to the impression of the lack of recognition and stability if one were to pursue such career paths. For instance, if one were a painter how many art galleries in Brunei would be able to purchase your paintings? If one were a writer how many publishing houses are available to publish your novels? And I could go on and on with a list of examples. If we do not take the necessary steps to ensure that we create a thriving environment for culture and the arts we might just miss the opportunity to have our very own Andy Warhols, Coco Chanels, Jack Nicholsons and Brontes. Personally I find it very sad that growing up I did not have any Bruneian luminaries to aspire to be or admire. Still today, from off the top of my head I can't think of any famous Bruneian novelists, artists, actors, fashion designers and athletes. Furthermore, living abroad for a large part of my life when it came to introducing myself to people from other countries not only is there a common misunderstanding that Brunei is situated in the Middle East but also that we are merely famous for our oil and gas. We should strive to change that misconception, don't you think? We should learn to appreciate that Brunei's young ones have an array of talent and gifts waiting to be discovered.
While having scientists and mathematicians is a good thing, we must recognise that in order to diversify our country's resources we must first diversify the talents of our people because Brunei's definitely got more talent waiting to be tapped.
www.acc2size.com
Sunday, July 6, 2008
School leaders urged to enhance skills
School leaders urged to enhance skills
Official launching: Hjh Aishah Hj Muhd Husain (L), director of Schools Department officially opens the seminar for private school administrators, yesterday.Picture: Courtesy of MoE
BANDAR SERI BEGAWAN
Sunday, July 6, 2008
SCHOOL leaders must be prepared to accept changes, adapt and upgrade their knowledge and skills to ensure that schools perform well in order to produce knowledgeable human resources, said the director of the Ministry of Education's Schools Department.
"It is the duty of schools leaders and administrators to be efficient, creative and professional in accepting changes positively in all areas, including academic, co-curriculum, and sports," said Hjh Aishah Hj Muhd Husain yesterday.
During the opening of the seminar for school administrators of private schools, she said that research have shown that school administrators are the key in bringing positive changes and success towards a school's achievement and students' performance.
"For any educational institution to do well and be effective, it is very crucial for everyone concerned to be committed and play their part," she said during the seminar at the Yayasan Sultan Haji Hassanal Bolkiah Primary School.
"This is a big challenge for the school administrators in ensuring that the quality, variety and continuity in the education system is based on the Malay Islamic Monarchy concept," she added.
She also urged the administrators to keep abreast with current affairs and issues, including the new education system (SPN21) which will be introduced in stages from 2009 onwards. The director noted that the number of private schools in Brunei has increased, resulting in the rise of quality education and providing more opportunities for basic education in the country.
As of May 2008, there are more than 31,000 students in private schools, with 87 private schools currently registered with the Ministry of Education compared to 23 schools in the 1990s, she said.
Hjh Aishah said that the seminar is one of the ministry's initiatives to achieve its five-year strategic plan, including the Education Order 2003 and Compulsory Education Order 2007.
The one-day seminar for administrators in private schools serves to highlight the status of the current developments and expectations placed on the Education Ministry, the director said.
Hj Mohammed Jambul, chairperson of the seminar's organising committee and acting assistant director at Private Education Section at Ministry of Education, hoped that the seminar would act as a capacity building tool for the participants and enable networking among the schools.
The seminar was divided into four sessions. Four presenters were on hand to deliver different topics with regards to private schools administration, including Hjh Donnaliza Abdullah Puasa, the acting director of Schools Inspectorate who talked on school improvement through school self evaluation and external inspection.
Other topics include instructional leadership, expectations on the ministry's policies and counselling in administration.
A 28-year-old female who wished to remain anonymous, said that the seminar gave her ideas on how to improve her work and the school's standard and education quality.
Another participant, who would like to be known simply as Rina from DES school, said the seminar helps her to prepare for administrative work as she has recently been transferred to administration from teaching. (RSH1)
The Brunei Times
Official launching: Hjh Aishah Hj Muhd Husain (L), director of Schools Department officially opens the seminar for private school administrators, yesterday.Picture: Courtesy of MoE
BANDAR SERI BEGAWAN
Sunday, July 6, 2008
SCHOOL leaders must be prepared to accept changes, adapt and upgrade their knowledge and skills to ensure that schools perform well in order to produce knowledgeable human resources, said the director of the Ministry of Education's Schools Department.
"It is the duty of schools leaders and administrators to be efficient, creative and professional in accepting changes positively in all areas, including academic, co-curriculum, and sports," said Hjh Aishah Hj Muhd Husain yesterday.
During the opening of the seminar for school administrators of private schools, she said that research have shown that school administrators are the key in bringing positive changes and success towards a school's achievement and students' performance.
"For any educational institution to do well and be effective, it is very crucial for everyone concerned to be committed and play their part," she said during the seminar at the Yayasan Sultan Haji Hassanal Bolkiah Primary School.
"This is a big challenge for the school administrators in ensuring that the quality, variety and continuity in the education system is based on the Malay Islamic Monarchy concept," she added.
She also urged the administrators to keep abreast with current affairs and issues, including the new education system (SPN21) which will be introduced in stages from 2009 onwards. The director noted that the number of private schools in Brunei has increased, resulting in the rise of quality education and providing more opportunities for basic education in the country.
As of May 2008, there are more than 31,000 students in private schools, with 87 private schools currently registered with the Ministry of Education compared to 23 schools in the 1990s, she said.
Hjh Aishah said that the seminar is one of the ministry's initiatives to achieve its five-year strategic plan, including the Education Order 2003 and Compulsory Education Order 2007.
The one-day seminar for administrators in private schools serves to highlight the status of the current developments and expectations placed on the Education Ministry, the director said.
Hj Mohammed Jambul, chairperson of the seminar's organising committee and acting assistant director at Private Education Section at Ministry of Education, hoped that the seminar would act as a capacity building tool for the participants and enable networking among the schools.
The seminar was divided into four sessions. Four presenters were on hand to deliver different topics with regards to private schools administration, including Hjh Donnaliza Abdullah Puasa, the acting director of Schools Inspectorate who talked on school improvement through school self evaluation and external inspection.
Other topics include instructional leadership, expectations on the ministry's policies and counselling in administration.
A 28-year-old female who wished to remain anonymous, said that the seminar gave her ideas on how to improve her work and the school's standard and education quality.
Another participant, who would like to be known simply as Rina from DES school, said the seminar helps her to prepare for administrative work as she has recently been transferred to administration from teaching. (RSH1)
The Brunei Times
Friday, June 27, 2008
Focusing on our smallness: Human capital development
Focusing on our smallness: Human capital development
Key to success: Brunei has one of the highest standards of living in the world thanks to its rich natural gas and petroleum resources. Picture: Rudolf PortilloCentre for Strategic
and Policy Studies
BANDAR SERI BEGAWAN
Friday, June 27, 2008
AS A small nation state, Brunei is in a unique position when compared to other similar-sized countries around the world when it comes to economic development.
While other small nation states such as Singapore, Luxembourg and Iceland depend primarily on its human capital stock for its economic development, Brunei's development has had a helping hand, spurred on by a blessed abundance of oil and natural gas, driving Brunei's GDP per capita to being one of the highest in Asia. In the 2007/2008 Human Development Index ranking, Brunei Darussalam was ranked 30th out of 177 countries, and 5th amongst all Asian countries, and ranked send amongst Asean countries. Bruneians currently enjoy a relatively affluent lifestyle, but this lifestyle and its current state of social welfare may not be sustainable in the near future, as the country remains mired with difficult challenges to its economic development. Notably, these challenges include a failing economic diversification strategy despite efforts since the 1970s to kick start diversification from its over-reliance on oil and gas. Findings from the latest research on Brunei's failing diversification efforts also uncovered a lack of clarity of purpose for its economic diversification efforts, as highlighted in the recent Economic Diversification Roundtable Meeting held in June 2008 by the Centre of Strategic and Policy Studies in collaboration with Asia Inc Forum. Almost as important, any discussion of economic development for small nation states should also touch on its characteristic of smallness, specifically in reference to their relatively small population size and consequently the small pool of talent and human capital it can draw from. For Brunei, this is no different. In fact, it is more crucial to address this issue given that over the past 50 years, the Brunei economy has depended too heavily on natural resources rather than the human kind to drive it forward. In order for Brunei to maintain its rate of growth and standard of living into the future, we must ask important questions of ourselves: Has our country developed and readied its human capital stock to ensure it can fill the void left behind by dwindling oil and gas reserves when the post oil-and-gas era hits Brunei? Given that Brunei does not have a large population, it becomes pertinent then for the country to not only focus on getting the quantity of highly qualified human capital up, but also to improve the quality of its human capital. A degree of specialisation in its human capital development efforts is also important for Brunei as research has shown that small developing states are able to strive and compete in the international arena, but only on the basis of a narrow specialisation based on their natural advantages.
If specialisation is not achieved, Brunei may run the risk of spreading its expertise of human capital too thin, and consequently never reaching a critical mass of skill pool in any particular industry targeted by the country as future industries and markets of worthy endeavour. Brunei, therefore, must learn from lessons of other small nation states, and leverage its natural advantages of oil and gas to develop its human capital stock in order to identify which area to focus on and specialise in. Then the challenge would be successfully translating those lessons into real world practical terms exemplified through human capital development plans that are not only clear in its purpose and direction but are also aligned with the long term strategic direction of the country, rather than fleeting fad directions propagated by the media. Each ministry of the Bruneian government has a role to play, but none more important than the role played by Brunei's Ministry of Education. As the custodian for the country's human capital development strategy, the Ministry of Education will have to make tough choices for its education policy to protect the long-term interest of the country. Trade-offs, the kind that was mentioned in the Economic Diversification Roundtable June 2008, will need to be made, and competing interests between individuals, institutions, and ministries will have to be managed. Educational and human capital development strategic policies that may have been put in place for non-economic reasons may need to be re-examined and difficult choices and tradeoffs will have to be made.
Sooner or later, Brunei will need to decide on these tradeoffs, as eventually they will turn into important necessities for success rather than luxuries that are currently afforded to us by our abundance of wealth — in essence, as the saying goes 'one cannot have the cake and eat it too'. Successful human capital development will require the country make crucial tradeoffs between economic, social, political and sometimes religious needs.
However, the Ministry of Education cannot do this alone. Its efforts are only as effective as the coordination and assistance it gets from other government ministries, and importantly, the private sector. Global and local labour market forces will shape how Brunei's Ministry of Education choose to formulate their human capital development plans, but we must also encourage the Ministry to develop and fine-tune its efforts to ensure those market forces are heeded, and incorporated into any such plans. Success will come from all government ministries working in tandem with the Ministry of Education towards a unifying goal, rather than individual political interests inadvertently pulling the country every other way, and consequently losing clarity of purpose for the country's diversification efforts. Human capital development is an important agenda for Brunei for its future welfare.
Lessons from other countries of similar size should provide a clear picture of what Brunei needs to do as a nation. Countries such as Luxembourg, Iceland and Singapore may have no natural resource of any kind, but evident from each country's GDP and HDI ranking (Iceland is ranked 1st, Luxembourg ranks 18th, while Singapore is ranked 25th), human capital is key to their success stories. Luxembourg for example, while geographically and culturally different from Brunei, have a similar population size of approximately 485,000, yet affords its people a GDP per capita three times the size of Brunei's. At an average GDP per capita of US$90,000 ($123,166), Luxembourg's economic development is not down to its natural resource but on human capital: 85 per cent of its US$50 billion GDP economy is primarily driven by its services industry. So too is Singapore, who have no natural resource to speak of, even importing its water from neighbouring Malaysia, but yet have a GDP per capita higher than Brunei and an economy primarily driven by its human capital through its services and financial sector. And Iceland, with a population less than Brunei's, affords its population a GDP per capita of almost US$33,000, with zero oil and natural gas, depends on its fishing and services industry to drive its economy forward. If Brunei makes those important, but sometime unpopular decisions that will have significant tradeoffs for society, perhaps someday Brunei can rub shoulders with Iceland, Luxembourg and Singapore in the HDI rankings. More importantly, success would also mean Brunei can afford its people more of the affluent lifestyle it now experiences, if not better.
The Brunei Times
Key to success: Brunei has one of the highest standards of living in the world thanks to its rich natural gas and petroleum resources. Picture: Rudolf PortilloCentre for Strategic
and Policy Studies
BANDAR SERI BEGAWAN
Friday, June 27, 2008
AS A small nation state, Brunei is in a unique position when compared to other similar-sized countries around the world when it comes to economic development.
While other small nation states such as Singapore, Luxembourg and Iceland depend primarily on its human capital stock for its economic development, Brunei's development has had a helping hand, spurred on by a blessed abundance of oil and natural gas, driving Brunei's GDP per capita to being one of the highest in Asia. In the 2007/2008 Human Development Index ranking, Brunei Darussalam was ranked 30th out of 177 countries, and 5th amongst all Asian countries, and ranked send amongst Asean countries. Bruneians currently enjoy a relatively affluent lifestyle, but this lifestyle and its current state of social welfare may not be sustainable in the near future, as the country remains mired with difficult challenges to its economic development. Notably, these challenges include a failing economic diversification strategy despite efforts since the 1970s to kick start diversification from its over-reliance on oil and gas. Findings from the latest research on Brunei's failing diversification efforts also uncovered a lack of clarity of purpose for its economic diversification efforts, as highlighted in the recent Economic Diversification Roundtable Meeting held in June 2008 by the Centre of Strategic and Policy Studies in collaboration with Asia Inc Forum. Almost as important, any discussion of economic development for small nation states should also touch on its characteristic of smallness, specifically in reference to their relatively small population size and consequently the small pool of talent and human capital it can draw from. For Brunei, this is no different. In fact, it is more crucial to address this issue given that over the past 50 years, the Brunei economy has depended too heavily on natural resources rather than the human kind to drive it forward. In order for Brunei to maintain its rate of growth and standard of living into the future, we must ask important questions of ourselves: Has our country developed and readied its human capital stock to ensure it can fill the void left behind by dwindling oil and gas reserves when the post oil-and-gas era hits Brunei? Given that Brunei does not have a large population, it becomes pertinent then for the country to not only focus on getting the quantity of highly qualified human capital up, but also to improve the quality of its human capital. A degree of specialisation in its human capital development efforts is also important for Brunei as research has shown that small developing states are able to strive and compete in the international arena, but only on the basis of a narrow specialisation based on their natural advantages.
If specialisation is not achieved, Brunei may run the risk of spreading its expertise of human capital too thin, and consequently never reaching a critical mass of skill pool in any particular industry targeted by the country as future industries and markets of worthy endeavour. Brunei, therefore, must learn from lessons of other small nation states, and leverage its natural advantages of oil and gas to develop its human capital stock in order to identify which area to focus on and specialise in. Then the challenge would be successfully translating those lessons into real world practical terms exemplified through human capital development plans that are not only clear in its purpose and direction but are also aligned with the long term strategic direction of the country, rather than fleeting fad directions propagated by the media. Each ministry of the Bruneian government has a role to play, but none more important than the role played by Brunei's Ministry of Education. As the custodian for the country's human capital development strategy, the Ministry of Education will have to make tough choices for its education policy to protect the long-term interest of the country. Trade-offs, the kind that was mentioned in the Economic Diversification Roundtable June 2008, will need to be made, and competing interests between individuals, institutions, and ministries will have to be managed. Educational and human capital development strategic policies that may have been put in place for non-economic reasons may need to be re-examined and difficult choices and tradeoffs will have to be made.
Sooner or later, Brunei will need to decide on these tradeoffs, as eventually they will turn into important necessities for success rather than luxuries that are currently afforded to us by our abundance of wealth — in essence, as the saying goes 'one cannot have the cake and eat it too'. Successful human capital development will require the country make crucial tradeoffs between economic, social, political and sometimes religious needs.
However, the Ministry of Education cannot do this alone. Its efforts are only as effective as the coordination and assistance it gets from other government ministries, and importantly, the private sector. Global and local labour market forces will shape how Brunei's Ministry of Education choose to formulate their human capital development plans, but we must also encourage the Ministry to develop and fine-tune its efforts to ensure those market forces are heeded, and incorporated into any such plans. Success will come from all government ministries working in tandem with the Ministry of Education towards a unifying goal, rather than individual political interests inadvertently pulling the country every other way, and consequently losing clarity of purpose for the country's diversification efforts. Human capital development is an important agenda for Brunei for its future welfare.
Lessons from other countries of similar size should provide a clear picture of what Brunei needs to do as a nation. Countries such as Luxembourg, Iceland and Singapore may have no natural resource of any kind, but evident from each country's GDP and HDI ranking (Iceland is ranked 1st, Luxembourg ranks 18th, while Singapore is ranked 25th), human capital is key to their success stories. Luxembourg for example, while geographically and culturally different from Brunei, have a similar population size of approximately 485,000, yet affords its people a GDP per capita three times the size of Brunei's. At an average GDP per capita of US$90,000 ($123,166), Luxembourg's economic development is not down to its natural resource but on human capital: 85 per cent of its US$50 billion GDP economy is primarily driven by its services industry. So too is Singapore, who have no natural resource to speak of, even importing its water from neighbouring Malaysia, but yet have a GDP per capita higher than Brunei and an economy primarily driven by its human capital through its services and financial sector. And Iceland, with a population less than Brunei's, affords its population a GDP per capita of almost US$33,000, with zero oil and natural gas, depends on its fishing and services industry to drive its economy forward. If Brunei makes those important, but sometime unpopular decisions that will have significant tradeoffs for society, perhaps someday Brunei can rub shoulders with Iceland, Luxembourg and Singapore in the HDI rankings. More importantly, success would also mean Brunei can afford its people more of the affluent lifestyle it now experiences, if not better.
The Brunei Times
Tuesday, May 27, 2008
Vocational, technical schools offer golden opportunities
'Vocational, technical schools offer golden opportunities'
BANDAR SERI BEGAWAN
Tuesday, May 27, 2008
ENROLLING in vocational and technical schools is a "golden" opportunity not to be wasted, some 156 students waiting for slots in the July intake were told yesterday.
In briefing the students, Ibrahim Hj Abdul Rahman, assistant director of the Technical Education Department, advised the students of Penilaian Menengah Bawah to "change their attitude" when studying at technical and vocational schools and grab whatever opportunities are available.
The briefing was meant to give the students and their parents the opportunity to understand available courses, policy guidelines and rules and regulations pertaining to technical and vocational training. It also served as a platform for parents to interact with senior officers from Technical Department and principals of respective institutions.
The students had failed to get into the programmes offered for the February 2008 intake, but were channelled to the July 2008 intake as instructed by the Ministry of Education.
Mariah Hj Abdul Manaf, senior education officer of the Technical Education Department, said the students will be channelled into available programmes.
These include National Trade Certificate Grade 3 in accommodation, fish husbandry, food processing, plumbing, furniture and cabinet making, hairdressing and beauty, painting and decorating, welding and fabrication and National Vocational Certificate in Clerical Studies.
The students will be randomly selected and enrolled in any of the following schools: Sultan Saiful Rijal Technical College, Wasan Vocational School, Nakhoda Ragam Vocational School, Business School or Jefri Bolkiah Engineering College.
The briefing was held at the Jubli Perak Hall of Pengiran Anak Puteri Rashidah Sa'adatul Bolkiah Nursing College.
Principals from the various vocational and technical schools were also present. (JQR1)
The Brunei Times
BANDAR SERI BEGAWAN
Tuesday, May 27, 2008
ENROLLING in vocational and technical schools is a "golden" opportunity not to be wasted, some 156 students waiting for slots in the July intake were told yesterday.
In briefing the students, Ibrahim Hj Abdul Rahman, assistant director of the Technical Education Department, advised the students of Penilaian Menengah Bawah to "change their attitude" when studying at technical and vocational schools and grab whatever opportunities are available.
The briefing was meant to give the students and their parents the opportunity to understand available courses, policy guidelines and rules and regulations pertaining to technical and vocational training. It also served as a platform for parents to interact with senior officers from Technical Department and principals of respective institutions.
The students had failed to get into the programmes offered for the February 2008 intake, but were channelled to the July 2008 intake as instructed by the Ministry of Education.
Mariah Hj Abdul Manaf, senior education officer of the Technical Education Department, said the students will be channelled into available programmes.
These include National Trade Certificate Grade 3 in accommodation, fish husbandry, food processing, plumbing, furniture and cabinet making, hairdressing and beauty, painting and decorating, welding and fabrication and National Vocational Certificate in Clerical Studies.
The students will be randomly selected and enrolled in any of the following schools: Sultan Saiful Rijal Technical College, Wasan Vocational School, Nakhoda Ragam Vocational School, Business School or Jefri Bolkiah Engineering College.
The briefing was held at the Jubli Perak Hall of Pengiran Anak Puteri Rashidah Sa'adatul Bolkiah Nursing College.
Principals from the various vocational and technical schools were also present. (JQR1)
The Brunei Times
Thursday, May 1, 2008
Education plans
World View
Thursday, May 1, 2008
Education plans
The Yomiuri Shimbun
THE GOVERNMENT must set out in numerical form its planned investment in education and its academic improvement targets as part of its efforts to improve our schools, so the public can more easily understand them.
The Central Council for Education, an advisory organ to the education, science and technology minister, has compiled a report concerning the basic education promotion plan. The plan is the first of its kind and lays out the government's mid- and long-term education policy targets. Based on the revised Fundamental Law of Education, the plan will incorporate educational aims for the next decade and measures to be introduced over the next five years.
However, the council's recommendations lack specifics, failing, for example, to state how much money will need to be spent to improve the quality of education provided in classrooms across the nation. Since local municipalities will draw up their plans based on the government's plan, we hope the Central Council for Education will release a more detailed version of the plan before sending it to the Cabinet for approval.
The most noticeable aspect of the plan is its call for increased investment in the nation's education system, which experts have noted is lower than in many other countries. The report, despite having the subtitle 'The Realisation of a Nation Built on Education', describes planned investment in an abstract manner, stating, "By securing financial revenue streams needed for the (education) budget, we will strive to enrich investment in education to achieve educational standards comparable to those of the United States and major European nations."
Under the new teaching guidelines, both school hours and the amount of content studied will increase. The new teaching guidelines will be implemented at primary schools in fiscal 2011 and middle schools in fiscal 2012. However, for science and mathematics both the number of school hours and the amount taught will drastically increase from next fiscal year as a transition measure to full-scale implementation of the new measures. To ensure the new teaching guidelines can be successfully implemented, the number of teachers must be increased. However, in this regard, the Central Council for Education's recommendations only state, "Preparations to improve conditions, including an increase of the quota of teachers, will be steadily made."
In basic educational plans drawn up by other countries as well as those drawn up by local municipalities, targets, including those for academic achievement, are often specified. In Britain, the basic educational plan states that during the five years ending in 2008, the percentage of 11-year-olds who achieve a standardised level in the fields of English and mathematics in nationwide achievement tests should hit 85 per cent. Plans in Finland, France and others also include such numerical targets.
By fiscal 2011, Okinawa Prefecture aims to ensure an average grade of 70 per cent is achieved by students sitting nationwide achievement tests in Japanese, mathematics or arithmetic for sixth-graders in primary schools and third-year students in middle schools. If the government includes specific targets in its plan, we believe its educational targets can be achieved.
Thursday, May 1, 2008
Education plans
The Yomiuri Shimbun
THE GOVERNMENT must set out in numerical form its planned investment in education and its academic improvement targets as part of its efforts to improve our schools, so the public can more easily understand them.
The Central Council for Education, an advisory organ to the education, science and technology minister, has compiled a report concerning the basic education promotion plan. The plan is the first of its kind and lays out the government's mid- and long-term education policy targets. Based on the revised Fundamental Law of Education, the plan will incorporate educational aims for the next decade and measures to be introduced over the next five years.
However, the council's recommendations lack specifics, failing, for example, to state how much money will need to be spent to improve the quality of education provided in classrooms across the nation. Since local municipalities will draw up their plans based on the government's plan, we hope the Central Council for Education will release a more detailed version of the plan before sending it to the Cabinet for approval.
The most noticeable aspect of the plan is its call for increased investment in the nation's education system, which experts have noted is lower than in many other countries. The report, despite having the subtitle 'The Realisation of a Nation Built on Education', describes planned investment in an abstract manner, stating, "By securing financial revenue streams needed for the (education) budget, we will strive to enrich investment in education to achieve educational standards comparable to those of the United States and major European nations."
Under the new teaching guidelines, both school hours and the amount of content studied will increase. The new teaching guidelines will be implemented at primary schools in fiscal 2011 and middle schools in fiscal 2012. However, for science and mathematics both the number of school hours and the amount taught will drastically increase from next fiscal year as a transition measure to full-scale implementation of the new measures. To ensure the new teaching guidelines can be successfully implemented, the number of teachers must be increased. However, in this regard, the Central Council for Education's recommendations only state, "Preparations to improve conditions, including an increase of the quota of teachers, will be steadily made."
In basic educational plans drawn up by other countries as well as those drawn up by local municipalities, targets, including those for academic achievement, are often specified. In Britain, the basic educational plan states that during the five years ending in 2008, the percentage of 11-year-olds who achieve a standardised level in the fields of English and mathematics in nationwide achievement tests should hit 85 per cent. Plans in Finland, France and others also include such numerical targets.
By fiscal 2011, Okinawa Prefecture aims to ensure an average grade of 70 per cent is achieved by students sitting nationwide achievement tests in Japanese, mathematics or arithmetic for sixth-graders in primary schools and third-year students in middle schools. If the government includes specific targets in its plan, we believe its educational targets can be achieved.
Thursday, January 24, 2008
Business School to launch another 'incubator' programme
Business School to launch another 'incubator' programme
HADTHIAH PD HAZAIR
BRUNEI-MUARA
Thursday, January 24, 2008
GRADUATES of vocational-technical education will have a chance to turn their skills into business ventures with the business coaching programme to be launched on Feb 4.
The Business School in Gadong is opening up its doors wider to its graduates who are interested in joining its business incubator programme.
"We've 'incubated' two enterprises so far ... The programme will help them to market this and become entrepreneurs," said the programme's training officer, Pg Hjh Norashikkin Pg Dr Hj Amir. The objective of the three-phase programme, she said, is not just to reduce unemployment, but more importantly, accelerate private sector growth in the country.
The two-week phase, which involves visits to the Registrar of Companies Department, the Municipal Board and a LiveWIRE workshop, will train participants on the basic skills in managing a business.
"We'll also invite young successful entrepreneurs ... to share their experience with the participants," Pg Hjh Noorashikkin said.
To give participants a hands-on experience on how it feels to run a business, the programme has scheduled "business for a day". The session will allow them to operate a retail stall to offer and market their goods and services.
Those who go on to the second and final phases will be given full support in running their business.
"We guide our students when they start up their own businesses and also regularly monitor their progress."
Graduates involved in the second phase of the programme will have the opportunity to learn how to draft a business plan. They may also be sent for commercial exposure to ready themselves before they embark on running their own businesses.
"We 'incubate' our graduate entrepreneurs for an average of two years. In which time, they will receive full support from us. We also help them source for financing through the micro-credit scheme so they are able to expand," the training officer said.
The Brunei Times
HADTHIAH PD HAZAIR
BRUNEI-MUARA
Thursday, January 24, 2008
GRADUATES of vocational-technical education will have a chance to turn their skills into business ventures with the business coaching programme to be launched on Feb 4.
The Business School in Gadong is opening up its doors wider to its graduates who are interested in joining its business incubator programme.
"We've 'incubated' two enterprises so far ... The programme will help them to market this and become entrepreneurs," said the programme's training officer, Pg Hjh Norashikkin Pg Dr Hj Amir. The objective of the three-phase programme, she said, is not just to reduce unemployment, but more importantly, accelerate private sector growth in the country.
The two-week phase, which involves visits to the Registrar of Companies Department, the Municipal Board and a LiveWIRE workshop, will train participants on the basic skills in managing a business.
"We'll also invite young successful entrepreneurs ... to share their experience with the participants," Pg Hjh Noorashikkin said.
To give participants a hands-on experience on how it feels to run a business, the programme has scheduled "business for a day". The session will allow them to operate a retail stall to offer and market their goods and services.
Those who go on to the second and final phases will be given full support in running their business.
"We guide our students when they start up their own businesses and also regularly monitor their progress."
Graduates involved in the second phase of the programme will have the opportunity to learn how to draft a business plan. They may also be sent for commercial exposure to ready themselves before they embark on running their own businesses.
"We 'incubate' our graduate entrepreneurs for an average of two years. In which time, they will receive full support from us. We also help them source for financing through the micro-credit scheme so they are able to expand," the training officer said.
The Brunei Times
Sunday, October 21, 2007
Brunei education system one of the best
Published on The Brunei Times (http://www.bt.com.bn/en)
Brunei education system one of the best
Rozan Yunos
BANDAR SERI BEGAWAN
Sunday, October 21, 2007
BRUNEI'S literacy rate according to the latest statistics is more than 94 per cent, making it one of the highest in the world. Yet, barely a century ago, there was hardly anyone in Brunei who could read or write the romanised characters though there were some who could read the Al-Quran.
Brunei's western mode education system was introduced only a few years after the establishment of the British Residency. The first British Resident was in Brunei in 1906 following the 1906 Agreement between Brunei and the United Kingdom. At that time, the education system in Brunei was along the line of religious education with "sekolah pondok" and students being taught the rudiments of the Islamic religion as well as how to read the Al-Quran.
It was not until 1911 that the British Resident was able to introduce a western education system. It was not because education did not play an important role for the government but it was because of the lack of funds as well as the lack of available Bruneians who would be able to become the first teachers. Between 1906 and 1910, the budgets were in deficit and it was only in 1911 that the budget showed a small surplus.
It was also thought that the introduction of a western style education so soon after the British Residency would be quite sensitive to the Brunei population then.
In 1914, the first Brunei school was built. It was a Malay vernacular school built in Brunei Town. At first the school operated from a mosque before it moved to a building which was formerly occupied by the Monopoly Office. The first group of students was made up of 30 boys.
By 1915, that number has increased to 40 boys. Another school was established in Muara with a Malay Teacher teaching at his own house. The other districts got their first schools in the next three years. In Belait, the first Malay school, the third in the country, was built in 1917. In Tutong, it was built in 1918.
The first crop of these schools was absorbed into the government as trainees by 1917 and full time government servants by 1920. Some of these students were also sent to attend short teaching courses at a Teachers' Training College in Malacca in 1919.
However despite the government's efforts, many parents did not want to send their children to schools. Even though there were shortages of teachers and shortages of school buildings, there were also shortages of willing parents. Most of the boys who attended were from the upper class and very few from the village commoners. Most parents refused to send their daughters to school.
As described by one mother who only attended up to Primary 2, her mother and her aunt told her that there was no point for her to have the ability to read and write: she would just waste that writing love letters to boys. Some parents feared that sending daughters would be a waste as they would end up as housewives anyway.
Nevertheless, the need for education was slowly being accepted by the masses. The Chinese community established their own school in 1916. In 1925, the villagers at Kampong Kilanas asked for a school to be built in their area and it was built the year after.
The education provided was free but the curriculum was not geared towards anything other than basic general education.
Education in these early vernacular schools was quite limited. Most of the education was conducted in Malay for boys aged between seven and fourteen years. The curriculum consisted of Reading and Writing (in both Jawi and Roman script), Composition, Arithmetic, Geography, History, Hygiene, Drawing and Physical Education. Gardening and Basketry were later introduced at some schools.
The government report of 1928 noted that "the curriculum of these schools is based on that of the vernacular schools in Malaya and all teaching is in the Malay language nothing is taught which will tend to drive Malays from their agriculturist pursuits". The education provided only enabled the students to fill in the lower government posts. Despite that the government continued to pursue better education for all.
In 1926 an education inspector (known as Nazir) was appointed. Teachers were also being trained at the Sultan Idris Teacher Training College in Tanjung Malim, Malaysia.
In order to encourage parents to send their children to school, limited compulsory attendance was introduced in 1929 via the School Attendance Enactment (No 3 of 1929). The Brunei Town area was the only location immediately affected. It was introduced in Kuala Belait in 1933.
The government continued to have a tough task in getting girls to school. One government report in 1933 noted that "apart from government servants few Malays like the idea of their girls attending schools it is hoped, however, that slow progress will be made against the wall of conservatism it must be remembered that purdah has a much stronger hold in Brunei than in the Federated Malay States".
Yet, by the outbreak of World War II in 1941, there were 312 girls among 1,746 pupils. The number of schools in Brunei had increased to 32 which included 24 Vernacular Malay, 3 private English and 5 private Chinese.
After the war, there was a number of shortages. In Brunei Town, some students described their school as having no paper and no furniture. Every time they had to write something, they will be using a slab which would be wiped clean every time they have covered the slab. The students would be on the floor lying prone facing downwards writing on their slabs. Their pencils would be an inch stub scavenged from the Australian army camp. To make the pencils longer, the students used empty bullet casing fitted in at the end of the pencils.
There was much reconstruction after the war. In October 1951 a Brunei Town Government English school was opened, followed by the opening of another in Kuala Belait the following year. In less than three years, the Government was able to introduce English- medium secondary education to the country. By 1966, the Government also started Malay medium secondary education.
In 1954 Brunei embarked on a five year Development Plan for education. New schools were planned. Many teachers were trained and expatriates employed as additional teachers in the schools.
By the completion of that Plan in 1959, there were 15,006 pupils enrolled in the State's schools, 30 per cent of whom were girls. There were 52 Malay primary schools; 3 English schools (including one exclusively for girls that had been completed in 1958); 7 mission schools; 8 Chinese primary schools and 3 Chinese secondary schools. In addition, there were 133 Bruneians at teacher training colleges overseas, and many at Brunei's own college that had opened in 1956.
In August 1969, following a Brunei Youth Council seminar on education which focused on the needs and importance of having a national education policy; an Education Commission was established in 1970. The 1972 Commission Report was adopted by the government and this formed the basis for the present education policy as well as the basic organisation of the present Ministry of Education. An Education Council was established and the recommendation of the use of Malay as the main medium of instruction. Though by 1984, a bilingual education policy — dwibahasa — was introduced.
Today there are more than 110,000 students in the Brunei Education System with more than 270 education establishments throughout the country. Education is provided free up to university level and beyond for Brunei citizens. The education provided is expected to produce Bruneians who are able to play their part in the present day knowledge-based economy and yet, at the same, remain imbued with strong Islamic and Malay values.
A second university has just been established and the religious teacher training college has also been upgraded to be a university college.
Brunei's Education Philosophy is founded on the National Philosophy of a Malay Islamic Monarchy and incorporated the two key elements of naqli (on the basis of the holy Quran and Hadith) and aqli (on the basis of reasoning).
These two elements are essential in the development of individuals to their fullest potential, thereby bringing forth people who are knowledgeable, skillful, faithful, pious, and of excellent character which are fundamental in the realisation and emergence of a national identity based on the national philosophy as well as Islamic teachings in accordance with Ahli Sunnah Wal-Jamaah.
How times indeed have changed when just a 100 years ago, hardly anyone in Brunei could read.
The writer runs a website on Brunei at bruneiresources.com
The Brunei Times
________________________________________
Source URL:
http://www.bt.com.bn/en/en/life/2007/10/21/brunei_education_system_one_of_the_best
Brunei education system one of the best
Rozan Yunos
BANDAR SERI BEGAWAN
Sunday, October 21, 2007
BRUNEI'S literacy rate according to the latest statistics is more than 94 per cent, making it one of the highest in the world. Yet, barely a century ago, there was hardly anyone in Brunei who could read or write the romanised characters though there were some who could read the Al-Quran.
Brunei's western mode education system was introduced only a few years after the establishment of the British Residency. The first British Resident was in Brunei in 1906 following the 1906 Agreement between Brunei and the United Kingdom. At that time, the education system in Brunei was along the line of religious education with "sekolah pondok" and students being taught the rudiments of the Islamic religion as well as how to read the Al-Quran.
It was not until 1911 that the British Resident was able to introduce a western education system. It was not because education did not play an important role for the government but it was because of the lack of funds as well as the lack of available Bruneians who would be able to become the first teachers. Between 1906 and 1910, the budgets were in deficit and it was only in 1911 that the budget showed a small surplus.
It was also thought that the introduction of a western style education so soon after the British Residency would be quite sensitive to the Brunei population then.
In 1914, the first Brunei school was built. It was a Malay vernacular school built in Brunei Town. At first the school operated from a mosque before it moved to a building which was formerly occupied by the Monopoly Office. The first group of students was made up of 30 boys.
By 1915, that number has increased to 40 boys. Another school was established in Muara with a Malay Teacher teaching at his own house. The other districts got their first schools in the next three years. In Belait, the first Malay school, the third in the country, was built in 1917. In Tutong, it was built in 1918.
The first crop of these schools was absorbed into the government as trainees by 1917 and full time government servants by 1920. Some of these students were also sent to attend short teaching courses at a Teachers' Training College in Malacca in 1919.
However despite the government's efforts, many parents did not want to send their children to schools. Even though there were shortages of teachers and shortages of school buildings, there were also shortages of willing parents. Most of the boys who attended were from the upper class and very few from the village commoners. Most parents refused to send their daughters to school.
As described by one mother who only attended up to Primary 2, her mother and her aunt told her that there was no point for her to have the ability to read and write: she would just waste that writing love letters to boys. Some parents feared that sending daughters would be a waste as they would end up as housewives anyway.
Nevertheless, the need for education was slowly being accepted by the masses. The Chinese community established their own school in 1916. In 1925, the villagers at Kampong Kilanas asked for a school to be built in their area and it was built the year after.
The education provided was free but the curriculum was not geared towards anything other than basic general education.
Education in these early vernacular schools was quite limited. Most of the education was conducted in Malay for boys aged between seven and fourteen years. The curriculum consisted of Reading and Writing (in both Jawi and Roman script), Composition, Arithmetic, Geography, History, Hygiene, Drawing and Physical Education. Gardening and Basketry were later introduced at some schools.
The government report of 1928 noted that "the curriculum of these schools is based on that of the vernacular schools in Malaya and all teaching is in the Malay language nothing is taught which will tend to drive Malays from their agriculturist pursuits". The education provided only enabled the students to fill in the lower government posts. Despite that the government continued to pursue better education for all.
In 1926 an education inspector (known as Nazir) was appointed. Teachers were also being trained at the Sultan Idris Teacher Training College in Tanjung Malim, Malaysia.
In order to encourage parents to send their children to school, limited compulsory attendance was introduced in 1929 via the School Attendance Enactment (No 3 of 1929). The Brunei Town area was the only location immediately affected. It was introduced in Kuala Belait in 1933.
The government continued to have a tough task in getting girls to school. One government report in 1933 noted that "apart from government servants few Malays like the idea of their girls attending schools it is hoped, however, that slow progress will be made against the wall of conservatism it must be remembered that purdah has a much stronger hold in Brunei than in the Federated Malay States".
Yet, by the outbreak of World War II in 1941, there were 312 girls among 1,746 pupils. The number of schools in Brunei had increased to 32 which included 24 Vernacular Malay, 3 private English and 5 private Chinese.
After the war, there was a number of shortages. In Brunei Town, some students described their school as having no paper and no furniture. Every time they had to write something, they will be using a slab which would be wiped clean every time they have covered the slab. The students would be on the floor lying prone facing downwards writing on their slabs. Their pencils would be an inch stub scavenged from the Australian army camp. To make the pencils longer, the students used empty bullet casing fitted in at the end of the pencils.
There was much reconstruction after the war. In October 1951 a Brunei Town Government English school was opened, followed by the opening of another in Kuala Belait the following year. In less than three years, the Government was able to introduce English- medium secondary education to the country. By 1966, the Government also started Malay medium secondary education.
In 1954 Brunei embarked on a five year Development Plan for education. New schools were planned. Many teachers were trained and expatriates employed as additional teachers in the schools.
By the completion of that Plan in 1959, there were 15,006 pupils enrolled in the State's schools, 30 per cent of whom were girls. There were 52 Malay primary schools; 3 English schools (including one exclusively for girls that had been completed in 1958); 7 mission schools; 8 Chinese primary schools and 3 Chinese secondary schools. In addition, there were 133 Bruneians at teacher training colleges overseas, and many at Brunei's own college that had opened in 1956.
In August 1969, following a Brunei Youth Council seminar on education which focused on the needs and importance of having a national education policy; an Education Commission was established in 1970. The 1972 Commission Report was adopted by the government and this formed the basis for the present education policy as well as the basic organisation of the present Ministry of Education. An Education Council was established and the recommendation of the use of Malay as the main medium of instruction. Though by 1984, a bilingual education policy — dwibahasa — was introduced.
Today there are more than 110,000 students in the Brunei Education System with more than 270 education establishments throughout the country. Education is provided free up to university level and beyond for Brunei citizens. The education provided is expected to produce Bruneians who are able to play their part in the present day knowledge-based economy and yet, at the same, remain imbued with strong Islamic and Malay values.
A second university has just been established and the religious teacher training college has also been upgraded to be a university college.
Brunei's Education Philosophy is founded on the National Philosophy of a Malay Islamic Monarchy and incorporated the two key elements of naqli (on the basis of the holy Quran and Hadith) and aqli (on the basis of reasoning).
These two elements are essential in the development of individuals to their fullest potential, thereby bringing forth people who are knowledgeable, skillful, faithful, pious, and of excellent character which are fundamental in the realisation and emergence of a national identity based on the national philosophy as well as Islamic teachings in accordance with Ahli Sunnah Wal-Jamaah.
How times indeed have changed when just a 100 years ago, hardly anyone in Brunei could read.
The writer runs a website on Brunei at bruneiresources.com
The Brunei Times
________________________________________
Source URL:
http://www.bt.com.bn/en/en/life/2007/10/21/brunei_education_system_one_of_the_best
Brunei education system one of the best
Published on The Brunei Times (http://www.bt.com.bn/en)
Brunei education system one of the best
Rozan Yunos
BANDAR SERI BEGAWAN
Sunday, October 21, 2007
BRUNEI'S literacy rate according to the latest statistics is more than 94 per cent, making it one of the highest in the world. Yet, barely a century ago, there was hardly anyone in Brunei who could read or write the romanised characters though there were some who could read the Al-Quran.
Brunei's western mode education system was introduced only a few years after the establishment of the British Residency. The first British Resident was in Brunei in 1906 following the 1906 Agreement between Brunei and the United Kingdom. At that time, the education system in Brunei was along the line of religious education with "sekolah pondok" and students being taught the rudiments of the Islamic religion as well as how to read the Al-Quran.
It was not until 1911 that the British Resident was able to introduce a western education system. It was not because education did not play an important role for the government but it was because of the lack of funds as well as the lack of available Bruneians who would be able to become the first teachers. Between 1906 and 1910, the budgets were in deficit and it was only in 1911 that the budget showed a small surplus.
It was also thought that the introduction of a western style education so soon after the British Residency would be quite sensitive to the Brunei population then.
In 1914, the first Brunei school was built. It was a Malay vernacular school built in Brunei Town. At first the school operated from a mosque before it moved to a building which was formerly occupied by the Monopoly Office. The first group of students was made up of 30 boys.
By 1915, that number has increased to 40 boys. Another school was established in Muara with a Malay Teacher teaching at his own house. The other districts got their first schools in the next three years. In Belait, the first Malay school, the third in the country, was built in 1917. In Tutong, it was built in 1918.
The first crop of these schools was absorbed into the government as trainees by 1917 and full time government servants by 1920. Some of these students were also sent to attend short teaching courses at a Teachers' Training College in Malacca in 1919.
However despite the government's efforts, many parents did not want to send their children to schools. Even though there were shortages of teachers and shortages of school buildings, there were also shortages of willing parents. Most of the boys who attended were from the upper class and very few from the village commoners. Most parents refused to send their daughters to school.
As described by one mother who only attended up to Primary 2, her mother and her aunt told her that there was no point for her to have the ability to read and write: she would just waste that writing love letters to boys. Some parents feared that sending daughters would be a waste as they would end up as housewives anyway.
Nevertheless, the need for education was slowly being accepted by the masses. The Chinese community established their own school in 1916. In 1925, the villagers at Kampong Kilanas asked for a school to be built in their area and it was built the year after.
The education provided was free but the curriculum was not geared towards anything other than basic general education.
Education in these early vernacular schools was quite limited. Most of the education was conducted in Malay for boys aged between seven and fourteen years. The curriculum consisted of Reading and Writing (in both Jawi and Roman script), Composition, Arithmetic, Geography, History, Hygiene, Drawing and Physical Education. Gardening and Basketry were later introduced at some schools.
The government report of 1928 noted that "the curriculum of these schools is based on that of the vernacular schools in Malaya and all teaching is in the Malay language nothing is taught which will tend to drive Malays from their agriculturist pursuits". The education provided only enabled the students to fill in the lower government posts. Despite that the government continued to pursue better education for all.
In 1926 an education inspector (known as Nazir) was appointed. Teachers were also being trained at the Sultan Idris Teacher Training College in Tanjung Malim, Malaysia.
In order to encourage parents to send their children to school, limited compulsory attendance was introduced in 1929 via the School Attendance Enactment (No 3 of 1929). The Brunei Town area was the only location immediately affected. It was introduced in Kuala Belait in 1933.
The government continued to have a tough task in getting girls to school. One government report in 1933 noted that "apart from government servants few Malays like the idea of their girls attending schools it is hoped, however, that slow progress will be made against the wall of conservatism it must be remembered that purdah has a much stronger hold in Brunei than in the Federated Malay States".
Yet, by the outbreak of World War II in 1941, there were 312 girls among 1,746 pupils. The number of schools in Brunei had increased to 32 which included 24 Vernacular Malay, 3 private English and 5 private Chinese.
After the war, there was a number of shortages. In Brunei Town, some students described their school as having no paper and no furniture. Every time they had to write something, they will be using a slab which would be wiped clean every time they have covered the slab. The students would be on the floor lying prone facing downwards writing on their slabs. Their pencils would be an inch stub scavenged from the Australian army camp. To make the pencils longer, the students used empty bullet casing fitted in at the end of the pencils.
There was much reconstruction after the war. In October 1951 a Brunei Town Government English school was opened, followed by the opening of another in Kuala Belait the following year. In less than three years, the Government was able to introduce English- medium secondary education to the country. By 1966, the Government also started Malay medium secondary education.
In 1954 Brunei embarked on a five year Development Plan for education. New schools were planned. Many teachers were trained and expatriates employed as additional teachers in the schools.
By the completion of that Plan in 1959, there were 15,006 pupils enrolled in the State's schools, 30 per cent of whom were girls. There were 52 Malay primary schools; 3 English schools (including one exclusively for girls that had been completed in 1958); 7 mission schools; 8 Chinese primary schools and 3 Chinese secondary schools. In addition, there were 133 Bruneians at teacher training colleges overseas, and many at Brunei's own college that had opened in 1956.
In August 1969, following a Brunei Youth Council seminar on education which focused on the needs and importance of having a national education policy; an Education Commission was established in 1970. The 1972 Commission Report was adopted by the government and this formed the basis for the present education policy as well as the basic organisation of the present Ministry of Education. An Education Council was established and the recommendation of the use of Malay as the main medium of instruction. Though by 1984, a bilingual education policy — dwibahasa — was introduced.
Today there are more than 110,000 students in the Brunei Education System with more than 270 education establishments throughout the country. Education is provided free up to university level and beyond for Brunei citizens. The education provided is expected to produce Bruneians who are able to play their part in the present day knowledge-based economy and yet, at the same, remain imbued with strong Islamic and Malay values.
A second university has just been established and the religious teacher training college has also been upgraded to be a university college.
Brunei's Education Philosophy is founded on the National Philosophy of a Malay Islamic Monarchy and incorporated the two key elements of naqli (on the basis of the holy Quran and Hadith) and aqli (on the basis of reasoning).
These two elements are essential in the development of individuals to their fullest potential, thereby bringing forth people who are knowledgeable, skillful, faithful, pious, and of excellent character which are fundamental in the realisation and emergence of a national identity based on the national philosophy as well as Islamic teachings in accordance with Ahli Sunnah Wal-Jamaah.
How times indeed have changed when just a 100 years ago, hardly anyone in Brunei could read.
The writer runs a website on Brunei at bruneiresources.com
The Brunei Times
________________________________________
Source URL:
http://www.bt.com.bn/en/en/life/2007/10/21/brunei_education_system_one_of_the_best
Brunei education system one of the best
Rozan Yunos
BANDAR SERI BEGAWAN
Sunday, October 21, 2007
BRUNEI'S literacy rate according to the latest statistics is more than 94 per cent, making it one of the highest in the world. Yet, barely a century ago, there was hardly anyone in Brunei who could read or write the romanised characters though there were some who could read the Al-Quran.
Brunei's western mode education system was introduced only a few years after the establishment of the British Residency. The first British Resident was in Brunei in 1906 following the 1906 Agreement between Brunei and the United Kingdom. At that time, the education system in Brunei was along the line of religious education with "sekolah pondok" and students being taught the rudiments of the Islamic religion as well as how to read the Al-Quran.
It was not until 1911 that the British Resident was able to introduce a western education system. It was not because education did not play an important role for the government but it was because of the lack of funds as well as the lack of available Bruneians who would be able to become the first teachers. Between 1906 and 1910, the budgets were in deficit and it was only in 1911 that the budget showed a small surplus.
It was also thought that the introduction of a western style education so soon after the British Residency would be quite sensitive to the Brunei population then.
In 1914, the first Brunei school was built. It was a Malay vernacular school built in Brunei Town. At first the school operated from a mosque before it moved to a building which was formerly occupied by the Monopoly Office. The first group of students was made up of 30 boys.
By 1915, that number has increased to 40 boys. Another school was established in Muara with a Malay Teacher teaching at his own house. The other districts got their first schools in the next three years. In Belait, the first Malay school, the third in the country, was built in 1917. In Tutong, it was built in 1918.
The first crop of these schools was absorbed into the government as trainees by 1917 and full time government servants by 1920. Some of these students were also sent to attend short teaching courses at a Teachers' Training College in Malacca in 1919.
However despite the government's efforts, many parents did not want to send their children to schools. Even though there were shortages of teachers and shortages of school buildings, there were also shortages of willing parents. Most of the boys who attended were from the upper class and very few from the village commoners. Most parents refused to send their daughters to school.
As described by one mother who only attended up to Primary 2, her mother and her aunt told her that there was no point for her to have the ability to read and write: she would just waste that writing love letters to boys. Some parents feared that sending daughters would be a waste as they would end up as housewives anyway.
Nevertheless, the need for education was slowly being accepted by the masses. The Chinese community established their own school in 1916. In 1925, the villagers at Kampong Kilanas asked for a school to be built in their area and it was built the year after.
The education provided was free but the curriculum was not geared towards anything other than basic general education.
Education in these early vernacular schools was quite limited. Most of the education was conducted in Malay for boys aged between seven and fourteen years. The curriculum consisted of Reading and Writing (in both Jawi and Roman script), Composition, Arithmetic, Geography, History, Hygiene, Drawing and Physical Education. Gardening and Basketry were later introduced at some schools.
The government report of 1928 noted that "the curriculum of these schools is based on that of the vernacular schools in Malaya and all teaching is in the Malay language nothing is taught which will tend to drive Malays from their agriculturist pursuits". The education provided only enabled the students to fill in the lower government posts. Despite that the government continued to pursue better education for all.
In 1926 an education inspector (known as Nazir) was appointed. Teachers were also being trained at the Sultan Idris Teacher Training College in Tanjung Malim, Malaysia.
In order to encourage parents to send their children to school, limited compulsory attendance was introduced in 1929 via the School Attendance Enactment (No 3 of 1929). The Brunei Town area was the only location immediately affected. It was introduced in Kuala Belait in 1933.
The government continued to have a tough task in getting girls to school. One government report in 1933 noted that "apart from government servants few Malays like the idea of their girls attending schools it is hoped, however, that slow progress will be made against the wall of conservatism it must be remembered that purdah has a much stronger hold in Brunei than in the Federated Malay States".
Yet, by the outbreak of World War II in 1941, there were 312 girls among 1,746 pupils. The number of schools in Brunei had increased to 32 which included 24 Vernacular Malay, 3 private English and 5 private Chinese.
After the war, there was a number of shortages. In Brunei Town, some students described their school as having no paper and no furniture. Every time they had to write something, they will be using a slab which would be wiped clean every time they have covered the slab. The students would be on the floor lying prone facing downwards writing on their slabs. Their pencils would be an inch stub scavenged from the Australian army camp. To make the pencils longer, the students used empty bullet casing fitted in at the end of the pencils.
There was much reconstruction after the war. In October 1951 a Brunei Town Government English school was opened, followed by the opening of another in Kuala Belait the following year. In less than three years, the Government was able to introduce English- medium secondary education to the country. By 1966, the Government also started Malay medium secondary education.
In 1954 Brunei embarked on a five year Development Plan for education. New schools were planned. Many teachers were trained and expatriates employed as additional teachers in the schools.
By the completion of that Plan in 1959, there were 15,006 pupils enrolled in the State's schools, 30 per cent of whom were girls. There were 52 Malay primary schools; 3 English schools (including one exclusively for girls that had been completed in 1958); 7 mission schools; 8 Chinese primary schools and 3 Chinese secondary schools. In addition, there were 133 Bruneians at teacher training colleges overseas, and many at Brunei's own college that had opened in 1956.
In August 1969, following a Brunei Youth Council seminar on education which focused on the needs and importance of having a national education policy; an Education Commission was established in 1970. The 1972 Commission Report was adopted by the government and this formed the basis for the present education policy as well as the basic organisation of the present Ministry of Education. An Education Council was established and the recommendation of the use of Malay as the main medium of instruction. Though by 1984, a bilingual education policy — dwibahasa — was introduced.
Today there are more than 110,000 students in the Brunei Education System with more than 270 education establishments throughout the country. Education is provided free up to university level and beyond for Brunei citizens. The education provided is expected to produce Bruneians who are able to play their part in the present day knowledge-based economy and yet, at the same, remain imbued with strong Islamic and Malay values.
A second university has just been established and the religious teacher training college has also been upgraded to be a university college.
Brunei's Education Philosophy is founded on the National Philosophy of a Malay Islamic Monarchy and incorporated the two key elements of naqli (on the basis of the holy Quran and Hadith) and aqli (on the basis of reasoning).
These two elements are essential in the development of individuals to their fullest potential, thereby bringing forth people who are knowledgeable, skillful, faithful, pious, and of excellent character which are fundamental in the realisation and emergence of a national identity based on the national philosophy as well as Islamic teachings in accordance with Ahli Sunnah Wal-Jamaah.
How times indeed have changed when just a 100 years ago, hardly anyone in Brunei could read.
The writer runs a website on Brunei at bruneiresources.com
The Brunei Times
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Source URL:
http://www.bt.com.bn/en/en/life/2007/10/21/brunei_education_system_one_of_the_best
Tuesday, July 3, 2007
School wants agriculture students to be tech savvy
School wants agriculture students to be tech savvy
BRUNEI-MUARA
Tuesday, July 3, 2007
THE Wasan Vocational School received its second intake with a renewed pledge to churn out vocational graduates "capable of handling the latest technologies in agriculture", despite lacking qualified teachers.
The Kampung Wasan institution, which is in its second year of operation, is pushing onward with the introduction of a new course as it welcomed 60 new students into their post-secondary programmes.
Deputy Permanent Secretary (Corporate Services) of Education Hjh Norjum Hj Mohd Yusop told the students that they "should feel fortunate and proud to be chosen for the offered programmes", as many other students under the Secondary Vocational Programme (PMV) did not have the chance to further their education at technical and vocational institutions due to limited vacancies. PMV is offered as an alternative course to upper secondary education, for students who wish to enter the vocational and technical stream.
She went on to explain that the local agriculture industry held much potential for development, and thus expressed the Ministry of Education's hopes that the school concerned "would establish strategic partnerships to identify promising fields in agriculture to be integrated as quality programmes."
Wasan Vocational School's principal, Hj Mohd Zamri Hj Sabli, stated that his institution's main challenge was "a lack of qualified educators", but that the Ministry of Education was working to resolve the issue. He also said that there were plans to broaden the school's current levels to include National Diploma courses in "relevant and needed" fields.
The new students, who hail from all four districts, embarked on their first day of a five-day orientation week yesterday. They are enrolled in the school's National Trade Certificate Grade 3 (NTC3) Programmes, namely Crop Production, Fish Husbandry and the recently-added Basic Food Processing. The first intake totalled 40 students, who were evenly distributed between Crop Production and Fish Husbandry.
Each programme entails a year of study and three to six months in an industrial placement.
"I believe that the advancement of technology will force us to keep up to date with our knowledge, especially in the fields of high-tech agriculture, such as gene manipulation, genetic transfer and biotechnology," said Hj Mohd Zamri.
He also said that local perceptions of agriculture needed to change.
"If we still consider (agriculture) as just ploughing soil and working in scorching heat, then I believe we will not progress or achieve self-sustenance in agriculture," he added.
The principal concluded by articulating on his ambition of making the school a "focal point" for producing skilled graduates capable familiar with the latest technologies, towards the goal of raising local agricultural production.
For the rest of orientation week, the new intake will be participating in activities led by various government and private agencies such as the Counselling and Career Section from the Ministry of Education, the Da'wah Islamiah Centre, the Ministry of Religious Affairs, and local bank Taib.
First intake student Salfatinah bte Md Salleh, 18, who reads Fish Husbandry at the institution, expressed her support of the idea. "If given the opportunity from the school, I wish to continue and achieve a National Diploma," she added.
An administrator admitted that most of the students had trouble with staying outdoors and being under the sun for long periods of time but gradually they got used to it and became more and more interested in the courses that they were offered.
The Brunei Times
BRUNEI-MUARA
Tuesday, July 3, 2007
THE Wasan Vocational School received its second intake with a renewed pledge to churn out vocational graduates "capable of handling the latest technologies in agriculture", despite lacking qualified teachers.
The Kampung Wasan institution, which is in its second year of operation, is pushing onward with the introduction of a new course as it welcomed 60 new students into their post-secondary programmes.
Deputy Permanent Secretary (Corporate Services) of Education Hjh Norjum Hj Mohd Yusop told the students that they "should feel fortunate and proud to be chosen for the offered programmes", as many other students under the Secondary Vocational Programme (PMV) did not have the chance to further their education at technical and vocational institutions due to limited vacancies. PMV is offered as an alternative course to upper secondary education, for students who wish to enter the vocational and technical stream.
She went on to explain that the local agriculture industry held much potential for development, and thus expressed the Ministry of Education's hopes that the school concerned "would establish strategic partnerships to identify promising fields in agriculture to be integrated as quality programmes."
Wasan Vocational School's principal, Hj Mohd Zamri Hj Sabli, stated that his institution's main challenge was "a lack of qualified educators", but that the Ministry of Education was working to resolve the issue. He also said that there were plans to broaden the school's current levels to include National Diploma courses in "relevant and needed" fields.
The new students, who hail from all four districts, embarked on their first day of a five-day orientation week yesterday. They are enrolled in the school's National Trade Certificate Grade 3 (NTC3) Programmes, namely Crop Production, Fish Husbandry and the recently-added Basic Food Processing. The first intake totalled 40 students, who were evenly distributed between Crop Production and Fish Husbandry.
Each programme entails a year of study and three to six months in an industrial placement.
"I believe that the advancement of technology will force us to keep up to date with our knowledge, especially in the fields of high-tech agriculture, such as gene manipulation, genetic transfer and biotechnology," said Hj Mohd Zamri.
He also said that local perceptions of agriculture needed to change.
"If we still consider (agriculture) as just ploughing soil and working in scorching heat, then I believe we will not progress or achieve self-sustenance in agriculture," he added.
The principal concluded by articulating on his ambition of making the school a "focal point" for producing skilled graduates capable familiar with the latest technologies, towards the goal of raising local agricultural production.
For the rest of orientation week, the new intake will be participating in activities led by various government and private agencies such as the Counselling and Career Section from the Ministry of Education, the Da'wah Islamiah Centre, the Ministry of Religious Affairs, and local bank Taib.
First intake student Salfatinah bte Md Salleh, 18, who reads Fish Husbandry at the institution, expressed her support of the idea. "If given the opportunity from the school, I wish to continue and achieve a National Diploma," she added.
An administrator admitted that most of the students had trouble with staying outdoors and being under the sun for long periods of time but gradually they got used to it and became more and more interested in the courses that they were offered.
The Brunei Times
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