COUNTRY REPORT BRUNEI DARUSSALAM

An Overview of Lifelong
Learning Opportunities in
Brunei Darussalam

[DRAFT]

Draft Full country report prepared for SEAMEO CELLL

as part of SEAMEO-UNESCO Project on Developing an ASEAN Lifelong
Learning Agenda from May 2016 to September 2016.

Abstract
Brunei Darussalam has adopted policies and national visions that ultimately pins the
importance of education. While all these policies and visions have embedded and
encouraged lifelong learning as part of their agenda, there is no specific policy being set
for lifelong learning. This report documents the overview of lifelong learning
opportunities in Brunei Darussalam in three areas: (1) Teachers and Facilitators
Continuing Professional Development, (2) Linking different sectors for Lifelong
Learning, and (3) Community Based Learning Places and Centres. The first area
highlights the formal, non-formal and informal lifelong learning opportunities available
for teachers and facilitators of lifelong learners, via their continuing professional
development. Next, the Industrial Skills Qualifications (ISQ) was explored as an
example of a successful practice in linking different sectors and overcoming the issue of
unemployment. ISQ programmes are intended to capture unemployed youth and aims to
produce job ready graduates. Lastly, some of the community based learning places and
centres in Brunei were also reviewed for successful practices. This includes Civil
Service Institute, Health Promotion Centre, Institue of Brunei Technical Education
Continuing Education and Training, Politeknik Brunei, UBD, Youth Development
Centre and NGOs (BDNAC, LiveWire, iCentre). A big funder and enabler of lifelong
learning in Brunei is the Yayasan Sultan Haji Hassanal Bolkiah (YSHHB) a
foundation of His Majesty's charitable deeds and contributions and those of His
Majesty's family. Although there are more lifelong learning opportunities in Brunei,
however, these opportunities needs more exposure and made known to relevent
stakeholders. A way forward, therefore, could be the setting up of a centralized body
that will govern, incubate, market and monitor all the lifelong learning initiatives in the
country.

Table of contents
Contents

Page

Executive Summary

Methodology

Definition

Main Body
A) Teachers and Facilitators Continuing Professional Development
B) Linking Different Sectors for Lifelong Learning
C) Community Based Learning Places and Centres

11
13
15

Conclusion

21

References

22

Internal working group

23

List of participants in the workshop

24

Acronyms
APTK
ATDC
BDAC
BDTA
BGAS
BOMS
BPTV
CITB
COE
DCD
DY
EICF
EIDPMO
FASS
FOS
HNTEC
HPC
IBTE
ILIA
IS
ISQ
JO
JPKE
LEEA
MIB
MoCYS
MoE
MoH
MTC
PIP
PMO
PPB
PSR
PTB
RTO
SHBIE
SPN21
TA
TWI
UBD
YSSHB

Agensi Perkerjaan Tempatan dan Pembangunan Tenaga Kerja (Local

Employment Workplace Development Agency)
Adinin Training and Development Centre
Brunei Darussalam Aids Council
Brunei Darussalam Teachers Academy
British Gas Approved Scheme
Blue Oceanic Management Services
Skim Biasiswa Pendidikan Teknikal dan Vokasional (Technical and
Vocational Education Scholarship)
Construction Industry Training Board
Conditional Offer of Employment
Department of Community Development
Discovery Year
Energy Industry Competency Framework
Energy and Industry Department at the Prime Minister's Office
Faculty of Arts and Social Sciences
Faculty of Science
Higher National Technical Education Certificate
Health Promotion Centre
Institute of Brunei Technical Education
Institute for Leadership, Innovation and Advancement
Institute of Soudure
Industrial Skills Qualification
Joffren Omar Company Sdn Bhd
Jabatan Perancangan dan Kemajuan Ekonomi (Department of Economic
Planning and Development)
Lifting Equipment Engineers Association
Melayu Islam Beraja (Malay Islamic Monarch)
Ministry of Culture, Youth and Sports
Ministry of Education
Ministry of Health
Mashhor Training Centre
Program Intervensi Pendidikan (Education Intervention Program)
Prime Ministers Office
Pusat Pembangunan Belia (Youth Development Centre)
Penilaian Sekolah Rendah (Primary School Assessment)
Pakar Tenaga Bersatu
Registered Training Organisation
Sultan Hassanal Bolkiah Institute of Education
Sistem pendidikan Negara Abad Ke-21 (The National Education Sytem
for the 21st Century)
Teaching Assistance
The Welding Institute
Universiti Brunei Darussalam
Yayasan Sultan Haji Hassanal Bolkiah (Sultan Haji Hassanal Bolkiah
Foundation)

21CTL

21st Century Teaching and Learning

Executive Summary
Brunei Darussalam has adopted policies (Compulsory Education Order 2007 and
National Education System for the 21st Century, SPN21) and national visions
(Wawasan 2035) that ultimately pins the importance of education by ensuring that
education is not only mandated but is free from pre-primary up to higher education level
for Brunei citizens (Education for All 2015 National Review Report: Brunei
Darussalam), learning opportunities are made available and education system are to be
constantly reviewed and fine-tuned in order to be a nation of educated and highly skilled
people. While all these policies and visions have embedded and encouraged lifelong
learning as part of their agenda, there is no specific policy being set for lifelong
learning. It is also important to highlight that there are no significant gender issues in
Brunei Darussalam apart from a slight imbalance in the gender of educators in certain
sectors of education in which the Ministry of Education (MoE) has already identified
measures to rectify it (Education for All 2015 National Review Report: Brunei
Darussalam). This report will document the overview of lifelong learning opportunities
in Brunei Darussalam in the following areas: A) Teachers and Facilitators Continuing
Professional Development, B) Linking different sectors for Lifelong Learning, and C)
Community Based Learning Places and Centres.
A. TEACHERS AND FACILITATORS CONTINUING PROFESSIONAL
DEVELOPMENT
The teachers and facilitators of lifelong learners received formal, non-formal and
informal lifelong learning continuing professional development. An example of
successful policy and practices in formal comprehensive lifelong learning is
demonstrated in the teachers professional development. Its success can be evidenced
from the deployment of available resources (the academic staff of Sultan Hassanal
Bolkiah Institute of Education (SHBIE) and Institute for Leadership, Innovation and
Advancement (ILIA) in UBD, and Brunei Darussalam Teachers Academy (BDTA) of
MoE) using the respective institutions infrastructure and expertise. The formal set-up
for lifelong learning for teachers ensures that all teachers were given opportunities to
upgrade professionally and personally. For non-formal lifelong learning, the successful
practice is illustrated by the Program Intervensi Pendidikan (PIP Education
Intervention Program) that links various government agencies and non-government
agency in training teachers and facilitators teaching skills. The purpose of the PIP
programme is to assist low achieving students (ages 10 to 11 years old) from lowincome family, in preparation for the Penilaian Sekolah Rendah (PSR - Primary School
Assessment) examinations. Volunteers were sought as teachers and facilitators of the
PIP, and the training of the volunteers were conducted by SHBIE. The PIP is considered
as a successful example of a non-formal lifelong learning for volunteers (who may be
undergraduate students or graduate students) who attended workshops conducted by
SHBIE on how to tutor and motivate the pupils to improve their achievement in PSR. An
example of a successful informal lifelong learning is the Teaching Assistance (TA)
programme that links inter-faculties within UBD with Department of Schools, and the
Scholarship Unit of MoE. Under the GenNEXT programme of UBD, second year
undergraduates from Faculty of Arts and Social Sciences (FASS), UBD School of
Business and Economics and Faculty of Science (FOS) may choose to become interns as
TA in schools for their Discovery Year (DY).

B. LINKING DIFFERENT SECTORS FOR LIFELONG LEARNING

Initiated by the MoE, and the Energy and Industry Department at the Prime Minister's
Office (EIDPMO) with extensive consultation with the Oil & Gas industries, and the
funding support from Department of Economic Planning and Development (JPKE), ISQ
and Higher National Technical Education Certificate (HNTec) were launched in July
2013 at IBTE Campuses as part of the Energy Industry Competency Framework (EICF)
to ensure that there is a constant supply of local skilled workforce in Oil and Gas sector.
One of the managements quality objectives of IBTEs Quality Policy is to achieve
Graduates Employability Rate of 80% 6 months after graduation. To achieve this,
industries are involved from designing the curriculum to delivering and assessing the
students to ensure the programmes are competency-based and demand-driven. In this
report, ISQ is used as a case study. With the entrance requirement set at completion of
Form 3, ISQ programmes are intended to capture unemployed youth whom are not
academically inclined but are good with hands on task. It ensures that lifelong learning
opportunities are given to individual who wanted to upgrade or upskill themselves. ISQ
programmes comprises of six trades: Marker/Fitter, Rigger, Welder, Scaffolder, Heavy
Vehicle Driver and Industrial Blaster Painter. Depending on the trade, ISQ is a 10-12
months programme where students are to spend the first 6 months in IBTE campus
followed by a four to six months of training and attachment in the Registered Training
Organisations (RTOs) from the energy industry or Public Training Organisation (PTO)
from government training centres. Prior to convocation ceremony, EICF organises
IBTE market day where employers from both government and non-government
agencies are invited and encouraged to select potential students to offer Conditional
Offer of Employment (COE). With the COE, students will be employed upon
completion of programmes provided they fulfill the criteria set upon by companies.
EICF programmes have been effective and contributed in increasing the overall number
of employed graduates from IBTE. With the success of the EICF programmes with the
oil and gas industry, the focus now is to adopt similar framework the other industries
such as construction, hospitality and tourism sectors
C. COMMUNITY BASED LEARNING PLACES AND CENTRES
A workshop on Documenting successful policies and practices for lifelong learning
was convened to collect information of programmes for lifelong learning offered by
government and non-government agencies. From the workshop, it was concluded that
government and non-government organisation mostly offered formal programmes for
lifelong learning in terms of spirituality, education, social, cultural and health. Majority
of the these programmes are offered to youth (15 years old to 24 years old) for job
preparation and skill development, while programmes for workplace and community
lifelong learning are for adults (above 25 years old). Overall, lifelong learning
programmes providers are confident that the programme they offered would be
sustainable. Some of the community based learning places and centres are Civil Service
Institute, Health Promotion Centre, IBTE Continuing Education and Training, Politeknik
Brunei, Universitites (UTB, UBD), Youth Development Centre and NGOs (BDNAC,
LiveWire, iCentre). A big funder and enabler of lifelong learning in Brunei is the
YSHHB a foundation of His Majesty's charitable deeds and contributions and those of
His Majesty's family.

Methodology
The Research and Statistics Division (RSD), under IBTE, MoE Brunei, in collaboration
with SHBIE, UBD were appointed as the internal working group to do the following:
(i) To conduct the country research, through document analyses, a series of in-depth
interviews and a national workshop (specifically for area C. Community Based
Learning Places and Centres) with the key stakeholders involved in providing
lifelong learning opportunities in Brunei; and
(ii) To prepare the country report
Time and human resource constraints rendered the report to be based mostly on
secondary data review and document analyses. The strategy used to prepare the country
report involved three steps, which is summarized in Figure 1 and elaborated below:

Literature review and

document analyses for
topics under area A and
B were done separately
by sub-group from
SHBIE and RSDIBTE, respectively
(July - August 2016).
Workshop preparation,
and data collection and
analysis from the
national workshop for
topics under area C
were done
collaboratively
between the two
institutions (August
2016)

Compilation of 3
areas of study
Early September
2016

Step 3

Identification and
appointment of
internal working
group from RSDIBTE and SHBIE.
Agreement on team
members' term of
references
May - June 2016

Final report write-up

Step 2

Data collection and

analysis

Step 1

Setting up working
group

Figure 1: Strategy used in preparation of this report.

A. TEACHERS AND FACILITATORS CONTINUING PROFESSIONAL

DEVELOPMENT
Being the sole providers for teacher education in Brunei Darussalam, SHBIE was
prompted for information regarding lifelong learning programmes that have been carried
out.

B. LINKING DIFFERENT SECTORS FOR LIFELONG LEARNING

Institute of Brunei Technical Education - Energy Industry Competency Framework
(IBTE EICF) is a known successful practice in linking different sectors for lifelong
learning in Brunei Darussalam. Data collection for this part of the study is mostly

document analysis as well as an interview with key informant from IBTE who is the
programme leader for ISQ.

C. COMMUNITY BASED LEARNING PLACES AND CENTRES

As there is no centralized body that monitors all the lifelong learning initiatives in
Brunei Darussalam, identifying organisations running lifelong learning programmes is a
challenge and a limiting factor in capturing the overall existing lifelong learning
opportunities. Using the Education for All 2015 National Review Report: Brunei
Darussalam and general knowledge, 45 organisations with lifelong learning programmes
were identified and invitation for a workshop on Documenting successful policies and
practices for lifelong learning in Brunei Darussalam were delivered. However, only 39
participants (representing 12 government organisations and 6 non-government
organisations) were able to participate in the workshop.
The workshop was five hour long and participants were randomly put into groups of
three. During the workshop, each organisation shared their best practices, rated their
confidence in the sustainability of their lifelong learning programmes, discussed the
challenges they need to overcome, and sought the support they would need and from
whom. To minimize wrong interpretation of data and to capture the best and correct
information, these organisations were also asked to submit a summary of the lifelong
learning practices few days after the workhop. Findings from the workshop and the
submitted reports were then analysed both qualitatively and quantitatively to find the
best lifelong learning practice that fits most of the criteria based of definition of lifelong
learning.

Definition and purposes of lifelong learning,

current public policy and governance
framework, and national goals/visions
Education is always the top priority for Bruneis budget allocation. Despite the economic
downturn, the government has managed to maintain its level of commitment towards
education and national development. Among all the ministries, MoE received the second
largest sum of the total budget, with BND$726.65 million for the 2016/2017 financial
year, behind only the Ministry of Finance with BND$1.02 billion (Bandial, 2016; Thien,
2016).

Definition and purpose of lifelong learning

Lifelong learning in Brunei Darussalam is defined similarly to UNESCOs definition as
an emphasis on enabling young people and adults to continue learning throughout life
so as to improve their knowledge, skills and competencies within personal, civic, social
or employment related perspectives. As such, this notion extends to all areas and phases
of life and is particularly crucial in framing efforts among young people and adults to
continuously extend and acquire new skills in a rapidly changing world. In the context
of Brunei Darussalam, this is underpinned by the national philosophy, Melayu Islam
Beraja (MIB Malay Islamic Monarch) (Education for All 2015 National Review
Report: Brunei Darussalam). Since there are no clear definition and demarcation of
formal, non-formal and informal learning in Brunei Darussalam, this report will use
UNESCOs definition.

Current public policy and governance framework

The provision of adult and continuing education has been in existence in Brunei
Darussalam since 1958 when the Language and Literature Bureau initiated classes with
the objective to eradicate illiteracy amongst adults. In the 1960s, adult education classes
were operated under the Department of Education before being transferred to the
Department of Technical Education in 1993 and later renamed as Institute of Brunei
Technical Education (IBTE) in 2014. Whilst the primary objective remains the same,
over the years the emphasis has shifted greatly towards the improvement of general
education, the acquisition of technical and vocational knowledge and skills and the
provision of enrichment programmes for adults to encourage lifelong learning
(Education for All 2015 National Review Report: Brunei Darussalam).
In 2007, the Compulsory Education Order 2007 was enacted that mandates Bruneian
children residing in the country to receive formal education for at least nine years;
composing of a year in pre-school, 6 years in primary education and 2 years in lower
secondary (MoE-SPN21, n.d.). The need to continue fine-tuning the education system to
ensure that students are equipped with the relevant knowledge, skills, values and
attitudes called for in the 21st century led to the introduction of the National Education
System for the 21st Century or Sistem Pendidikan Negara Abad ke-21 (SPN21) in
Brunei Darussalam in 2009. This system brought about three main changes: The
Education Structure; Curriculum and Assessment; and Technical Education.
Where access to education is concerned, there are no legislation or practices that actively
segregate or discriminate against gender. The value and importance of educating female
children is evident in the First National Development Plan (1953-1958), which stated:
9

mendidek saorang anak lelaki berarti tuan chuma mendidek saorang sahja tetapi
mendidek saorang anak perempuan berarti yang tuan telah mendidekkan satu keluarga
(educating a boy means educating one person only but educating a girl means educating
the whole family). This has become the foundation for the equalisation of opportunities
for girls and boys (Education for All 2015 National Review Report: Brunei Darussalam).

National goals/visions
Wawasan Brunei 2035 aims to make Brunei Darussalam, by 2035, a nation which will
be widely recognised for the accomplishment of its educated and highly skilled people
as measured by the highest international standards; quality of life that is among the top
10 nations in the world; and a dynamic and sustainable economy with income per capita
within the top 10 countries in the world. The implementation of an Education Strategy
drawn up by the MoE to realise this vision will prepare Brunei Darussalams youth for
employment and achievement in a world that is increasingly competitive and
knowledge-based. Eight (8) policy directions have been formulated as key thrusts in the
education strategy, namely:

Investing in early childhood education;

Adopting international best practices in teaching and learning;
Having first class secondary and tertiary education including vocational schools,
that produces experts, professionals and technicians required in commerce and
industry;
Strengthening competency in Information & Communications Technology (ICT)
for students, teachers and educational administrators including the integration of
ICT;
Devising programmes that promote lifelong learning and widen access to higher
education;
Promoting research, development and innovation both in government-funded
institutions and through public-private and international partnerships;
Adopting cost-effective methods of educating the people through the use of
technology; and,
Improving the management of all educational institutions.

10

Main body
A.
TEACHERS AND FACILITATORS CONTINUING PROFESSIONAL
DEVELOPMENT
The teachers and facilitators of lifelong learners received formal, non-formal and
informal continuing professional development. Examples of successful practices in
holistic and comprehensive lifelong learning are presented for each model.
(a) An example of successful policy and practices in formal comprehensive lifelong
learning is demonstrated in the teachers professional development. It is a requirement
that all teachers to have at least an undergraduate degree (for in-service teachers to
upgrade from certificate/diploma to Bachelors degree, from Bachelors degree to Master
of Education). Teachers Professional Development in Brunei Darussalam is mainly
catered by the different agencies under the purview of MoE. The main three
centres/institutes, which are tasked with this responsibility, are 1) Brunei Darussalam
Teachers Academy (BDTA), 2) SHBIE and 3) ILIA.

BDTA was set up by MoE in 2014 to provide continuing professional

development for teachers lifelong learning. Currently, the majority of courses
offered by this centre cater for the training needs of schoolteachers, which are
identified by school leaders.

SHBIE is a graduate school of education as well as one of the major players as

the provider for continuous professional development for teachers lifelong
learning. These are offered in two main categories: a) For teachers personal
development; Teachers are given opportunities to upgrade their academic
qualifications for post-graduate studies up to PhD level, b) For teachers
professional development; In-service teachers attend various research-based
Continuous Professional Development designed by the institute in collaboration
with the MoE. The 21st Century Teaching and Learning (21CTL) and Personalize
Pedagogy and Technologies are two examples of such programmes. In addition,
SHBIE, through the Continuing Professional Development programme, offers a
range of short courses to cater for the professional development required by
teachers from MoE, Ministry of Religious Affairs and Private Schools.

ILIA provide an action-based continuing professional development for teachers

and school leaders in terms of individual leadership, teacher leadership and
school leadership through its Three-Tier School Leadership Programmes. These
programmes are designed for the aspiring schoolteachers, middle leaders and
senior school leaders.

The success in the formal lifelong learning for teachers can be evidenced from the
deployment of available resources (the academic staff of SHBIE and ILIA in UBD, and
BDTA of MoE) using the respective institutions infrastructure and expertise. The
formal set-up for lifelong learning for teachers ensures that all teachers were given
opportunities to upgrade professionally and personally.
(b) An example of successful non-formal lifelong learning practice that link various
government agencies and non-government agency in training teachers and facilitators
11

teaching skills is illustrated by the Program Intervensi Pendidikan (PIP Education

Intervention Program).
The purpose of the PIP programme is to assist low achieving students (ages 10 to 11
years old) from low-income family, in preparation for the Penilaian Sekolah Rendah
(PSR Primary School Assessment) examinations. The PIP programme is an annual
project where schools identify the students that require assistance. The PIP is hosted by
Yayasan Sultan Haji Hassanal Bolkiah (YSHHB Sultan Haji Hassanal Bolkiah
Foundation), and facilitated by ILIA who sought volunteers as teachers and facilitators
of the PIP, and the training of the volunteers were conducted by SHBIE. The PIP is
considered as a successful example of a non-formal lifelong learning for volunteers
(who may be undergraduate students or graduate students) who attended workshops
conducted by SHBIE on how to tutor and motivate the pupils to improve their
achievement in PSR. The use of existing expertise (academic staff of SHBIE) and
financial support from the YSHHB are evidence of linking government agencies (ILIA
and SHBIE of Universiti Brunei Darussalam) and non-government agency (YSHHB) in
providing volunteering youth (maybe unemployed) who may pursue teaching
profession.
(c) An example of a successful informal lifelong learning is the Teaching Assistance
(TA) programme that link inter-faculties within UBD with Department of Schools, and
Department of Scholarship of Ministry of Education. Under the GenNEXT programme
of UBD, second year undergraduates from FASS, UBD School of Business and
Economics and FOS may choose to become interns as TA in schools for their Discovery
Year (DY). They are joined by Ministry of Education Scholarship students who are on
their summer break from universities overseas, and UBD exchange students from other
partner universities. SHBIE runs an informal training programme for the TA on the
basic teaching strategies and practices, communication skills, and classroom
management.
The TA programme is a good example of a successful informal lifelong learning
because it exhibited the success in addressing the lack of interest among youth in the
teaching profession, and lack of knowledge about entrepreneurial opportunities to
become providers for educational resources or support. Through the informal TA
programme, the TAs are given exposure to the school teaching and learning culture (as
TA), and other possible careers for educational support (such curriculum and resources
developers, or administrative and health roles).

12

B.

LINKING DIFFERENT SECTORS FOR LIFELONG LEARNING

Institute of Brunei Technical Education - Energy Industry Competency Framework

(IBTE EICF) is a known successful practice in linking different sectors as well as
collaborations with private and social partners for lifelong learning in Brunei
Darussalam.
In welcoming the year 2013, His Majesty the Sultan and Yang Di-Pertuan Negara
Brunei Darussalam in his Titah urge for a re-evaluation of the technical and vocational
education, in the hopes of contributing to the needs of the industry and local job market.
Initiated by the MoE and EIDPMO with extensive consultation with the Oil & Gas
industries, and the funding support from JPKE, ISQ and HNTec were launched in July
2013 at IBTE Campuses as part of the EICF to ensure that there is a constant supply of
local skilled workforce in Oil and Gas sector. Industries are heavily involved from
designing the curriculum to delivering and assessing the students to ensure the
programmes are competency-based and demand-driven based on the needs of the
industry. While HNTec programmes are designed for technician level, ISQ are
occupational based.
In this report, ISQ is used as a case study. With the entrance requirement set at
completion of Form 3, ISQ programmes are intended to capture unemployed youth
whom are not academically inclined but are good with hands on task. It ensures that
lifelong learning opportunities are given to individual who wanted to upgrade or upskill
themselves. Moreover, JPKE award Technical and Vocational Education Scholarship
(BPTV) to students undertaking ISQ programme. In Brunei Darussalam, BPTV
scholarship is offered to school leavers to take full-time study at available or listed
academic institutions in the country, being facilitated and coordinated by JPKE. His
Majesty the Sultan and Yang Di-Pertuan of Brunei Darussalam had consented to provide
this scheme to help school leavers to equip themselves with good academic
qualifications in line with the aspiration to develop the nation with a skilled workforce
and into a knowledge-driven economy.
ISQ programmes comprises of six trades: Marker/Fitter, Rigger, Welder, Scaffolder,
Heavy Vehicle Driver and Industrial Blaster Painter. Depending on the trade, ISQ is a
10-12 months programme where students are to spend the first 6 months in IBTE
campus followed by a four to six months of training and attachment in the Registered
Training Organisations (RTOs) from the energy industry as well as Public Training
Organisation (PTO) from government training centres. Some of the RTOs are Adinin
Training and Development Centre (ATDC), Joffren Omar Company Sdn Bhd (JO),
Mashhor Training Centre (MTC), Megamas Training Centre (Megamas), Blue Oceanic
Management Services (BOMS), Institut of Soudure (IS) and Pakar Tenaga Bersatu
(PTB). One PTO is the Pusat Pembangunan Belia (PBB Youth Development Centre).
Another main objectives of the EICF is to ensure that all training institutions have the
ability to provide competent and accredited training that is recognised by international
accreditation bodies so that students have the set of skills that enables them to work in
the country or abroad. As such, the trainings the students undergone will qualify and
award them with internationally recognised certificates based on their trade; UK-based
The Welding Institute (TWI) for welders, Construction Industry Training Board (CITB)
for scaffolders, Lifting Equipment Engineers Association (LEEA) for riggers and British
Gas Approved Scheme (BGAS) for blaster painter. As another measure in ensuring

13

quality technical education and training, teaching staffs were also sent to gain industry
experience through work place attachments and undergone series of workshops to
enhance their pedagogical skills.
Prior to convocation ceremony, EICF committees organises IBTE market day where
employers from both government and non-government agencies are invited and
encouraged to select potential students to offer COE. With the COE, students will be
employed upon completion of programmes provided they fulfill the criteria set upon by
companies. Based on IBTE Graduates Employment Study, ISQ programmes have
achieved 93.2% employability rate for the 2014 intake and 87.4% for 2015 intake.
Overall, EICF programmes have been effective and contributed in increasing the overall
number of employed graduates at IBTE, in line with the managements quality
objectives of IBTEs Quality Policy which is to achieve Graduates Employability Rate
of 80% 6 months after graduation. This achievement could not have been made possible
without the collective efforts and support from various stakeholders, namely EIDPMO,
JPKE, respective private companies especially from the Oil and Gas industries, RTOs
and PTO, various government agencies as well as the community as a whole. The EICF
initiative is a very good example of a whole of nation approach in line with His
Majesty the Sultan dan Yang Di-Pertuan of Brunei Darussalams Titah encouraging
various stakeholders to come together to tackle the issue of unemployment (IBTE
Ignite).
With the successful implementation of the EICF programmes with the Oil and Gas
industry, the focus now is to adapt similar framework to other industry sectors such as
construction, hospitality and tourism sectors, to shape the Industry Competency
Framework (ICF) in ensuring the courses offered by IBTE will continue to stay relevant
and fulfil the needs of the industry and for the development of the nation. With the
current oil price that affects the job opportunities, ICF is a good way forward.

C.
COMMUNITY BASED LEARNING PLACES AND CENTRES
A workshop on Documenting successful policies and practices for lifelong learning
was convened to collect information of programmes for lifelong learning offered by
14

government and non-government agencies. From the workshop, it was concluded that
the best practices for lifelong learning programmes that the government agencies (67%)
and non-government organisation (33%) offered were formal programmes for lifelong
learning in terms of spirituality, education, social, cultural and health. A majority of the
lifelong learning programmes are offered to youth (15 years old to 24 years old) for job
preparation and skill development, while programmes for workplace and community
lifelong learning are for adults (above 25 years old). Rating on the scale of 1(not at all
confident) to 10 (very confident) on their confidence about the sustainability of their best
practice lifelong learning programmes, it was elicited that 30.6% the workshop
participants rated 10, 44.4% rated in the range of 8-9, and 25.0% rated in the range of 67. This indicated that overall, the participants were positive about the lifelong learning
programmes they offered would be sustainable. The major challenges that the lifelong
learning programmes (arbitrarily) were budget and financial constraint; lack of expertise
and adequate infrastructure, unfavourable attitudes and mind-set of community.
Generally most of the lifelong learning programmes require (arbitrarily) financial
support from the government and major stakeholders, active and supportive participation
from community, more professional expertise in the specific lifelong learning
programmes, and a requirement for national policy for lifelong learning.
A big funder and enabler of lifelong learning in Brunei Darussalam is the YSHHB.
YSHHB was established in 1992 in conjunction with the celebration of the silver jubilee
of the His Majesty Sultan Haji Hassanal Bolkiah Muizzaddin Waddaulah, the Sultan
and Yang Di-Pertuan of Brunei Darussalams reign, as the foundation of His Majesty's
charitable deeds and contributions and those of His Majesty's family. It is the symbol of
His Majesty's love and concern for the people and a facilitator for creating a secure and
prosperous Brunei Darussalam community. The objectives of the establishment are
based on five objectives namely in the areas of religion, welfare, education, development
and finance.
a) Religion
Financial aid or scholarships are provided to subjects of His Majesty to
pursue higher studies in field of Islamic religion.
Supports and financial aids are provided in propagating Islam and Islamic
teachings.
b) Welfare
Youth training programmes are provided so that the young people will have
the opportunity to learn new skills.
Competitions are organized as well as offering awards for achievements in
literature and culture to foster and nurture excellence in cultural and socioeconomic areas.
c) Education
Scholarships and financial aids are provided to underprivileged students to
ensure that they would not be disadvantaged educationally.
Supports for Research and Development at higher educational institutions are
provided.
d) Development

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Participating in activities that contribute to the nations development that

includes non-governmental projects.

e) Finance
Participating in commercial and industrial activities deemed fit by YSHHB
Purchasing, securing and procuring stocks and investments.
Establishing a management or operating entity to handle YSHHBs projects,
schemes and businesses.
In line with the principles set out in the establishment of YSHHB, the aids and supports
are dedicated to empower the community through excellence in education and trainings
serving to supplement or complement national initiatives. It also ensures that all
assistance and services provided and projects implemented are properly planned,
directed and reached the target groups in order to improve the life of the people. YSHHB
works extensively with its strategic partners that share and support its vision of
Improving Life Quality and Moving Towards Socio-Culture and Socio-economic
Excellence and mission. They consist of government agencies, schools, higher
institutions of learning, non-government organizations and other private bodies and
agencies.
The Prime Ministers Office (PMO) through its Institute Perkhidmatan Awam (IPA Civil Service Institute) is responsible for organising various comprehensive training
programmes for officers and staffs of the public sector. Their main objective is to
enhance the quality and effectiveness of the employees in the civil service as well as
develop their physical and mental capabilities. The trainings provided falls under 3 key
competency areas: Self, Task, People. IPA provides annual training courses under 5
programs: Leadership, Management, Communication and Customer Service,
Organizational Development, and Info Communication Technology (IT). Aside from
annual training, IPA also conducts several public lectures and seminars annually that are
open to both the public and private sector. Currently, IPA employs 20 Training Officers
(5 Senior Training Officers, 9 Training Officers, 6 Assistant Training Officers) that
conduct and supervise training as well as provide consultancy services to Ministries and
Departments. Additionally, IPA invites officers from other Ministries and Departments to
provide training from time to time. External consultants are also called in to provide
specialized training.
In the area of health, a successful community based learning places and centres is the
Health Promotion Centre (HPC), under the Ministry of Health (MoH). HPC was
founded in 2008 to commemorate the 60 th birthday of His Majesty the Sultan. HPC is
responsible for the coordination and implementation of several structured programmes
such as the Healthy Lifestyle Clinic, Tobacco Free for Life Programme, Healthy
Workplace Programme, Healthy Restaurant and Supermarket Programmes as well as
outreach educational activities for schoolchildren, youth, women and the elderly. One of
its best practices and in demand among both government and private agencies is the
Healthy Lifestyle Programme; a lifestyle behavior modification and the practice of
healthy lifestyle such as eating a healthy diet and doing physical activities. The
programme has been running since 2009 and is targeted to those with a body mass index
of 30 and above. The programme aims to assist participants in losing about five to ten
percent of their total body weight. Depending on the needs or upon requests, the
programme may include screening and fitness assessment at baseline, multidisciplinary
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healthy lifestyle talks, supermarket tours, healthy cooking demos, exercises and sports
sessions. Additionally, there is a Memorandum of Agreement between MoH and Fitness
Zone, where Fitness Zone provides weekly physical activity session to boost the
effectiveness of the programme that aimed to combat obesity in the country. Each
session is two hours and involves a mixture of aerobics training, strength training as well
as flexibility training. The programme helps in supporting the Ministry of Health to
achieve Vision 2035: Together Towards a Healthy Nation.
In the area of spiritual education, MoRA offers various classes to promote the Muslim
communitys practice of Islamic values and teachings. Its programme include religious
adult classes under the Department of Islamic Studies, Fardu Ain and Aqeedah training
under the Islamic Dawah Centre and Department of Mosque Affairs and Al-Quran and
Muqaddam classes under the Department of Mosque Affairs and Department of Islamic
Studies. These classes are conducted at government departments, religious schools,
primary schools, mosques, hospitals, police and military bases. There is also a special
scheme class for Al-Quran readers for youth with potential to be groomed for the future
(Education for All 2015 National Review Report: Brunei Darussalam).
In the area of education, Politeknik Brunei (PB), UBD and IBTE CET also offer lifelong
learning opportunities. PB is a higher education institution under MoE Brunei that
officially opens its doors to students in 2012, offering Level 5 Diploma programmes as
full-time formal education with a minimum requirement of GCE O Level qualification
(and equivalent) or a TVET qualification (Level 4 Diploma or National Diploma and
equivalent). PB also offers equal opportunities to adult learners who may not necessarily
possess the minimum entry requirements but are able to demonstrate relevant past
achievement (former qualification or work experience) through Accreditation of Prior
Learning (APL). With vision to be a reputable polytechnic known for producing
innovative, skillful and marketable graduates, PB acknowledges the importance of
continuing education and lifelong learning to not only the students, but also for staff and
its alumni. Embedded within the curriculum and emphasizing blended teaching and
learning, the students are instilled with the much required 21 st century skills such as
critical thinking, communication skills and management. Both continuous and one-off
courses are offered throughout the school semester, as coordinated between multiple
departments in PB including Centre for Student Development & Innovation (CSDI) and
Student Affairs Department, ranging from Al-Quran guidance classes to leadership
courses. During semester break, Centre for Innovative Teaching & Learning offers
courses that focus on building skills such as CV writing and public speaking. The
Human Resource Department with collaborations with Quality Assurance Department
and Centre for Innovative Teaching & Learning, routinely plan non-formal or informal
training programmes such as in-house training, conferences, seminar, on-the-job as well
as off-the-job training for the administration staff, lecturers and educators. Examples of
these training incluses International Symposium on Teaching & Learning, Quality
Management System course and team-building courses. Schools within PB also offer
opportunities within staffs respective discipline such as the PB-Google Polymer
Workshop as offered by PB School of Information & Communication Technology. The
Alumni Relations Department with collaboration from Student Affairs Department,
regularly plan for entrepreneurial seminars and lecture such as Inspire Talk series with
PB distinguished or successful alumni. This is as a platform for the alumni to stay in
touch and enhance their employability skills and encourage them to be independent and
to dive into entrepreneurship.

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Established in 1985, UBD is the oldest and largest university in the country and it seeks
to produce creative and enterprising generation of learners who are guided by three
principles: innovation and entrepreneurship, industry-relevant skills, and a passion for
lifelong learning. Consequently, the Centre for Lifelong Learning (C3L) was established
to act as a hub where opportunities can be made available for learners to enhance their
skills and develop a passion for learning. C3L is an enabler for innovative approaches
towards continuing education, professional development and blended learning. C3L
offers a wide range of short courses and personalised learning programmes and these
study programmes are available on-campus, online or a blended learning approach to
learning. C3L also offer access courses to UBD that enables students to gain the
necessary qualifications for undergraduate programmes and graduate programmes. For
example the current access programmes include: Unibridge and Bridging English
Course. C3L also offers a professional development Diploma for teachers to support
career progression.
The Continuing Education and Training under the Institute of Brunei Technical
Education has been in existence since 1958. IBTE CET provides non-formal and
informal lifelong learning programmes based on the needs and demands of the public.
The three types of programmes provided by IBTE CET are (1) Academic Upgrading, (2)
Community-Based Programmes and (3) Technical programmes or courses. Academic
Upgrading programmes aimed to help the school dropouts or leavers or working adults
to upgrade their academic achievement. The programme includes GCE O Level and
A Level subjects as well as foreign languages. Meanwhile, Community-Based
Programmes are targeted for school dropouts or leavers, job-seekers, pensioners,
housewives and community as a whole. This programme offers knowledge and skills in
cooking and baking, sewing and embroidery, and handcrafts which may helps with the
economic prospect of the learners. IBTE CET also established a strong collaboration
with Village Consultative Council in the country by offering the suitable cooking and
tailored courses for their community. Lastly, the Technical Programmes or Courses
offers Bridging Programmes, City and Guilds Programmes as well as Fashion Design
and Textile Programmes. Basic Broiler Production Training Course, Adobe Photoshop,
Microsoft Excel, Basic Barrista Skills are few examples of part time technical short
skill-training courses promoted by IBTE CET that utilizes existing IBTE campus. Earlier
this year, IBTE CET revamped their short skill-training courses to line up with the
nations needs to equip both students and the wider community with employable
technical skills. In addition, IBTE CET also introduced new modular-credit short
courses courses that will have credits in which participants or students can accumulate
should they wish to pursue these courses in the full-time programme at institutions under
IBTE.
The Pusat Pembangunan Belia (PBB - Youth Development Centre) under the Ministry
of Culture, Youth and Sport (MoCYS) was established in 1996 to provide skill training
and self-development for out of school youth. The centre focuses on three components:
skills training, self-development and work placement, in order to produce highly skilled
and quality local workforce. The centre offers 10 certificate courses such as basic office
application; food preparation; food beverage service; basic plumbing; basic refrigeration
and air conditioning; fabrication, welding and pipe work; beauty therapy; and vehicle
repair. Since 1980, another centre, Pusat Bahagia has served 285 students with
disabilities by providing guidance and training through various programmes. From as

18

early as 6 years old, a person with disability is enrolled in the Basic Orientation Training
Programme and will undergo regular assessment with the possibility of being promoted
to Vocational Training. In 2006, the Department of Community Development (DCD)
introduced a Self-Reliance Scheme. This micro-financing scheme is aimed at stimulating
a culture of self-reliance and self-sustainability among the target group of poor or needy
people by cultivating in them income-generating skills and entrepreneurial will power.
Since 1984, the Welfare Home Complex under DCD has been catering for individuals
who require protection and rehabilitation. These individuals continue their formal
education in schools outside the institution. The Children and Young Persons (Places of
Safety) Regulations, 2010, contain provisions that focus on living skills, educational and
vocational training and employment. The rehabilitation programme also incorporates
moral/religious and secular education; vocational training; social and recreational
activities; individual and group therapy as well as work attachment. MoCYS with
assistance from the IBTE CET also organises various community programmes such as
the Patriotic Programme and the National Service Scheme. The patriotic programme,
Belia Cinta Tanah Air, aims at inculcating patriotism among 15-25 years old whilst the
National Service Scheme (Program Khidmat Bakti Negara, PKBN) endeavours to
develop youths as members of society who are caring, disciplined, visionary, pious and
have the will to support the realisation of Wawasan Brunei 2035 (Education for All 2015
National Review Report: Brunei Darussalam).
The Brunei Arts and Handicrafts Training Centre also runs programmes for young
people in order to revive the almost disappearing arts and handicrafts of master
craftsmen and women such as weaving; silver-smithing; woodcarving; brass-smithing;
basketry and songkok making.
For private sectors, Royal Brunei Airlines (RB) support and encourage the lifelong
learning for its entire employee within the company. Within RB, Training and
Development Section is looking after the developmental training for the entire company
and each department have their own functional trainers. There are 4 categories of
training programmes which can be conducted either in-house or overseas namely: 1)
Functional training - It is a specialized training depending on the specific requirements
of the job and is applicable for all staff. This begins with staff Orientation, 2)
Developmental training - It involves the soft skills training which prepares employees
for their job and enhance overall potential for career development, 3) Continuing
Education Programmes (CEP) - CEP is introduced to enable employee to pursue
qualifications at tertiary or professional level, and 4) RB Scholarship Scheme for Cadet
Pilot and Engineering Apprentice - These schemes are organized with the support of
Ministry of Education.
Currently, there are 3 NGOs that offers training for youth in Brunei Darussalam are
Brunei Darussalam AIDS Council (BDAC), LiveWIRE and iCentre (Education for All
2015 National Review Report: Brunei Darussalam). The total number of Brunei
residents with HIV/AIDS accounts for less than 0.1% of the total population (Brunei
Darussalam UNAIDS, UNGASS Country Progress Report, 2010). LESTARI is a BDAC
programme that teaches our youth various life skills in interactive and youth-friendly
settings. LESTARI has reached out to 310 graduates, many of whom are now working as
young professionals or continuing their studies. In addition, BDAC has the Penyinar
Club that spreads awareness among youth on HIV/AIDS-related matters for HIV &
AIDS prevention. LiveWIRE Brunei is Brunei Shell sponsored community programme

19

which trains and mentors Bruneian youths to become future entrepreneurs, its activities
include Bright Ideas; BSOM (Become a Successful Owner Manager); Business
Dialogues/Seminar; Business Plan Award; Business Counselling and Leadership Camp.
iCentre is the first Info-Communication Technology incubator in Brunei Darussalam,
headed by the Brunei Economic Development Board, the iCentre nurtures and develops
entrepreneurs in the ICT Arena.

Conclusion
There is no clear definition and demarcation of formal, non-formal and informal lifelong
learning in Brunei Darussalam. This was one of the issues that arise during the
workshop in analysing and categorizing the programmes. Having a national policy

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specifically on lifelong learning with clear definition and purposes will be very
beneficial to push forwand the lifelong learning agenda in Brunei Darussalam.
From this report, it is evident that there are, in fact many lifelong learning opportunities
for the young people and those undergoing their working-life journey are offered at
various agencies or organisation. However, theres opportunities are scattered and not
centrally coordinated ad would benefit from better publicity and made known to
relevant stakeholders. There are definitely good examples of successful initiatives from
the case studies shared.
Perhaps from the national point of view, there is also a need to quantify nationally the
percentage of the national population attending lifelong learning and to set a national
strategy to ensure the population can contribute positively to the development of the
nation. With a lot of agencies and organisations citing financial support and subsidies as
a challenge, perhaps there is a need to review some of the lifelong learning programmes
to ensure alignment to the national agenda ensuring greater impact they bring towards
the society.
One of the ways forward is to learn from other countires and adopt best practices and
perhaps foster collaborattion and leverage on each other strength among different
ASEAN members to ensure all countries can progress with the lifelong learning agenda.

References
Bandial, Q. (2016, March 29). 5% cut in MoE budget allocation. The Brunei Times.
Retrieved from http://www.bt.com.bn/

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Brunei Darussalam UNAIDS, UNGASS Country Progress Report, 2010. Retrieved from
http://www.aidsdatahub.org/en/country-profiles/brunei-darussalam
Department of Technical Education. (2009). Continuing Education Division.
Education for All 2015 National Review Report: Brunei Darussalam.
IBTE Ignite Edition 02, July
https://ibte.edu.bn/newsletter/2/ignite02.pdf

December

2015.

Retrieved

from

Ministry of Culture, Youth and Sports. (2007). Guidelines for the Establishment of Child
Care Centres.
Ministry of Culture, Youth and Sports. (2009). Pusat Pembangunan Belia.
Ministry of Education. (2012). The Ministry of Education Strategic Plan 2012-2017.
Ministry of Education, Brunei Darussalam.
Ministry of Education (2013). The National Education System for the 21 st Century:
SPN21 (Revised ed.). Ministry of Education, Brunei Darussalam.
Thien, R. (2016, March 22). LegCo passes $5.6b budget. The Brunei Times. Retrieved
from http://www.bt.com.bn/
Transformation Technical and Vocational Education White Paper, Institute of Brunei
Technical Education (IBTE) , Ministry of Education

Internal working group

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The Research and Statistics Division (RSD), under IBTE, MoE Brunei, in collaboration
with SHBIE, UBD were appointed as the internal working group to conduct the country
research and to prepare the country report.
The internal working committees consists of:
RSD, IBTE
1. Dr Chin Wei Keh
2. Hajah Norhakimah Hj Mohd Nor
3. Norazlina Othman
4. Dr Syazana Ebil
5. Marlinawati Hj Ahmad
6. Herrawaty Hj Tajaah
7. Dr Raimie Hebriyah Hj Ibrahim
8. Siti Mulsinah binti Haji Matussin
SHBIE, UBD
1. Dr Shamsiah Zuraini Kancanawati binti Hj Tajuddin
2. Dr Hjh Rosmawijah binti Hj Jawawi
3. Dr Hjh Sallimah binti Hj Mohd Salleh
4. Dr Jainatul Halida binti Hj Jaidin
5. Dr Adeline Goh
6. Dr Rozaiman bin Makmun
7. Dr Hjh Nor Zaiham Midawati binti Hj Abdullah
8. Dyg Juraidah binti Hj Musa
9. Awg Aliamat bin Omar Ali

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List of participants in the workshop

A national workshop on Documenting successful policies and practices for lifelong
learning was convened to collect information of programmes for lifelong learning
offered by government and non-government agencies.
The government and non-government agencies involved in the workshop were:
BAG Networks
Brunei LNG Sdn Bhd
De HERITAGE IT Services & Training School
Civil Service Institute (IPA)
Department of Schools (JSS)
Health Promotion Centre, Ministry of Health
HRD Services, MOE
IGS College
Institute of Brunei Technical Education (IBTE)
Institute for Leadership, Innovation and Advancement (ILIA), UBD
Local Employment and Workforce Development Agency (APTK)
Ministry of Culture, Youth and Sports (MoCYS)
Ministry of Religious Affairs (MoRA)
Politeknik Brunei (PB)
Pusat Dakwah Islamiah (PDI - Islamic Da'wah Centre), MoRA
Royal Brunei (RB)
Sultan Hassanal Bolkiah Institute of Education (SHBIE), UBD
Universiti Teknologi Brunei (UTB)
Yayasan Sultan Haji Hassanal Bolkiah (YSHHB)

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