Relevant bibliographies by topics / Education in Brunei

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education in Brunei'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Education in Brunei"

1

Aslan, Aslan, and Suhari Suhari. "Sejarah Kurikulum Pendidikan Islam di Brunei Darussalam." Jurnal Iqra' : Kajian Ilmu Pendidikan 4, no. 1 (June 2, 2019): 113–27. http://dx.doi.org/10.25217/ji.v4i1.448.

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This artilce aimed to analyze of hisotorical Islamic education curriculum in Brunei. This method used field of study or literature. The result showed that Firstly, after Islam came to Brunei, the education system was more in the direction of printing scholars. Secondly, after the arrival of invaders in Brunei, Islamic religious education has experienced dualism, but the curriculum from the Britain has not received a warm welcome. Thirdly, Brunei's independence was inseparable from the role of Britain, so education in Brunei was inseparable from the influence of the educational curriculum of the British nation. Keywords: Islaimic Education Curriculum, Historical Education of Brunnei Darussalam
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Leong, Koay Teng. "Inclusive Education in Brunei Darussalam." Asia Pacific Journal of Education 24, no. 2 (November 2004): 129–42. http://dx.doi.org/10.1080/02188791.2004.10600205.

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Thoriquttyas, Titis, Ahmad Munjin Nasih, Achmad Sultoni, and Achmad Yani. "Malay, Islam, Beraja and The [Islamic] Educational Philosophy in Brunei Darussalam." Edukasia : Jurnal Penelitian Pendidikan Islam 16, no. 2 (October 28, 2021): 193. http://dx.doi.org/10.21043/edukasia.v16i2.11834.

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The ideology of Brunei Darussalam contributes in shaping the [Islamic] Education system. Politically, Brunei applies the concept of Malay, Islam, Beraja (MIB) as an ideological basis. This research is oriented to two main discussions. First is the historical trajectory of MIB in Brunei and its relation to the education system. The second is the dimension of educational philosophy and Islamic education philosophy in Brunei by drawing its relation to the MIB. This research uses a qualitative-naturalistic approach. This research was conducted in Brunei, October 2019. Data was collected through interviews, focus group discussions (FGD), observation, document and literature studies. In data collection, this research involved academics from Kolej Universiti Perguruan Ugama Seri Begawan (KUPU) and Sultan Sharif Ali Islamic University (UNISSA). The findings show that the MIB is related to the model perennialism and progressivism. However, from Islamic education philosophy, MIB gives a traditionalist style to the mazhabi and modernist education system.
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Musa, Siti Fatimahwati Pehin, and Khairul Hidayatullah Basir. "Youth Unemployment and The Rentier Economy in Brunei: Lessons from Norway." ‘Abqari Journal 20, no. 2 (November 9, 2019): 1–22. http://dx.doi.org/10.33102/abqari.vol20no2.211.

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This study is a comparative analysis between two rentier economies namely Brunei and Norway. Brunei is an oil-rich country however currently experiencing growing youth unemployment; recorded at 28.4%, the highest value recorded by International Labour Organization (ILO) so far for Brunei over the years. This qualitative study uses focus groups to investigate the issue of youth unemployment and occupational aspirations. The thematic analysis conducted revealed that occupational aspirations of youths in Brunei are very much related to the economic conditions, more specifically the rentier economy. This gives rise to a ‘rentier mentality’ of youths in Brunei whereby there is a tendency for youths to aim towards prestigious occupations. Norway’s education and labour market policies can be seen as a role model for Brunei due to its similar rentier economy and more so for having one of the lowest youth unemployment level in the world i.e. 9.4% in 2017. This study found that the key lessons from Norway for Brunei lie in the diverse education system which not only focuses on the academics but places greater emphasis on vocational training and entrepreneurial skills. This results in youths that are ready for the labour market and a smooth transition from education to work.
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Coluzzi, Paolo. "Majority and minority language planning in Brunei Darussalam." Language Problems and Language Planning 35, no. 3 (December 31, 2011): 222–40. http://dx.doi.org/10.1075/lplp.35.3.02col.

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This paper is an overview of language planning as carried out in Brunei Darussalam for Malay, its official language, English, its de facto other official language, and for the other eleven minority languages spoken in the country. After a general introduction to the country and its sociolinguistic situation, the paper outlines the main language planning activities carried out in Brunei through corpus, status and acquisition planning. The overview of status planning includes a brief description of the linguistic landscape of Brunei. The second part of the paper discusses the advantages of education using the students’ first language, something that is not happening in Brunei, and the future of education in the country after the introduction of the new education reform (SPN21). The paper closes with some general remarks on the importance of maintaining minority languages and some suggestions on how this can be achieved.
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Jones, David Seth. "Combatting corruption in Brunei Darussalam." Asian Education and Development Studies 5, no. 2 (April 11, 2016): 141–58. http://dx.doi.org/10.1108/aeds-01-2016-0007.

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Purpose – The purpose of this paper is to examine the government of Brunei’s anti-corruption programme. Design/methodology/approach – A range of sources are used including online materials from Brunei government websites, reports of international organisations, press articles, conference papers, a thesis case study, journal articles, a book, chapters in books, and interviews with an officer working with the Anti-Corruption Bureau (ACB) of Brunei. Findings – The paper considers the factors that contribute to government corruption, and the measures to combat it. These include various laws to combat corruption and the work of the ACB in enforcing these laws and in undertaking major initiatives of prevention and education. The effectiveness of these measures are assessed and a number of recommendations are made of direct and indirect measures improve the programme to combat corruption. The paper points to the moderately favourable rankings and ratings that Brunei has earned in combating corruption, which is well above neighbouring countries where corruption is still widespread, but noticeably below the rankings and ratings of the least corrupt countries. However, it argues that further progress to combat corruption may be difficult, as a result of the lack accountability and limited transparency, which are essential features of Brunei’s system of government based on absolute monarchy. Also hindering further progress is the inbuilt protection of the privileges of the Malay community within the country, which protects their role in the civil service and the business sector. Originality/value – The paper is the first scholarly examination of the anti-corruption programme in Brunei.
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Mohamad, Tun Abdul Hamid. "Implementation of Hudud in Brunei: Differences Between Brunei and Malaysia." ICR Journal 5, no. 2 (April 15, 2014): 149–61. http://dx.doi.org/10.52282/icr.v5i2.400.

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On 22 October 2013, the Government of Brunei Darussalam gazetted the Syariah Penal Code Order 2013 (the Order) with the view, in brief, to introduce the hudud and qisas punishments in the country. The Order has not been brought into force yet. It will be brought into force (or implemented) in stages, starting with takzir offences in April 2014. In the meantime, the provisions of the Penal Code will continue to be enforced and the offences tried by the Civil Courts. This is because the work of updating the relevant laws relating to procedure, evidence and others is still incomplete.
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Odihi, John Onu. "Environmental Education: Beckoning Roads for Brunei Darussalam." International Research in Geographical and Environmental Education 9, no. 3 (July 2000): 197–210. http://dx.doi.org/10.1080/10382040008667652.

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Jones, Gary, Peter W. Martin, and A. Conrad K. Ożóg. "Multilingualism and bilingual education in Brunei Darussalam." Journal of Multilingual and Multicultural Development 14, no. 1-2 (January 1993): 39–58. http://dx.doi.org/10.1080/01434632.1993.9994519.

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Sait, Muhammad Azmi, and Muhammad Anshari. "Industrial Revolution 4.0." International Journal of Asian Business and Information Management 12, no. 4 (October 2021): 33–44. http://dx.doi.org/10.4018/ijabim.20211001.oa3.

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Brunei Darussalam has been facing unemployment issue in the past few years. With the upcoming fourth industrial revolution (IR4.0) where there will be extensive use of machineries, robotics, and sensors, a shift in the job market is anticipated. This study aims to investigate the potential challenges on unemployment that Brunei Darussalam will face if it does not move in the necessary direction to embrace IR4.0. In addition to that, this study will analyze the current education system that Brunei implements and the e-readiness of its society to further make conclusion and recommendation on improvements Brunei should focus into as a preparation towards the digitalization era. Literature review is chosen as the most appropriate methodological approach to identify and evaluate the key points of this chosen topic. Multiple systematic literature reviews and research papers revolving around the relevant keywords were used extensively to construct the basic understanding of this paper's topic. Secondary data from previous research papers and national reports from 2014 to 2019 were used for to gain insights of Brunei Darussalam's education system, digital literacy, and e-readiness among the society. In conclusion, this study has shown that unemployment rate in Brunei Darussalam is believed to have not been amplified by the Fourth Industrial Revolution (IR4.0), given that the current employees are retrained and younger generations are equipped with digital literacy-based knowledge and soft skills.
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Dissertations / Theses on the topic "Education in Brunei"

1

Hurairah, Huraini. "Inclusive education and educational diversity : a study of Brunei Government schools." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:ec1708ed-70d3-4160-a993-b266658dd9aa.

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Inclusive education is increasingly being accepted worldwide as the most appropriate means for the education of all children, including those with disabilities. The principle of inclusive education is based on the philosophy that mainstream educational provision should include all children and respond to individual needs. This, however, has profound implications for educators, education planners, and crucially teachers, as they are expected to be able to respond to increasingly diverse classrooms and schools. This research will examine how the Brunei Education system is attempting to respond to pupil diversity in terms of learning needs, by examining the views of policy makers, head teachers and teachers. This study focuses on the factors which have influenced the development of inclusion in Brunei, the different conceptualisations of needs, the practices which have been adopted and the views of those who are involved in shaping the Brunei education system’s attempt to respond to diverse learning needs in the mainstream education system. Data were generated through interviews, questionnaires, observations and analysis of official policies and documents. The research involved 14 Brunei Government Primary Education schools. The findings of the study indicated that responding to the needs of all children in the mainstream school is a complex challenge. There are several factors which have constrained the development of inclusion in Brunei, some of which are related to how the Brunei education system is structured and the constraints which operate at different levels within the education system. The findings suggest that inclusive education in Brunei is regarded as the integration of children with special educational needs into the mainstream education system and there is little consideration of how to respond to individual needs. There remains a high level of confusion and concern amongst stakeholders in the Ministry in this move to make the Brunei education system more inclusive.
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Mohamad, Hanapi. "Promoting creativity in early childhood education in Brunei." University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0130.

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[Truncated abstract] The overall aim of this study was to examine Bruneian preschool teachers’ conceptions about creativity (including factors related to creativity), their beliefs on how to promote children’s creativity in the classroom, how their beliefs may influence their actual practice and whether their practices are consistent with the requirements of the Brunei National Curriculum. It will also try to identify any factors that constrain or influence teachers’ practice. The research employed a grounded theory approach involving semi-structured interviews and classroom observations of preschool teachers. The findings of this study indicate that the teachers primarily conceptualise creativity as something mainly but not exclusively to do with art work . . . Teachers’ actual practice mainly consists of teacher control, enforcement of obedience, rote learning, teacher directed and teacher chosen activities and heavy emphasis on whole-class teaching. Other mediating constraints on their promotion of creativity included: pressure from Primary 1 teachers, parents and the officials in Ministry of Educations to complete and adhere to the National Curriculum; teachers’ own pedagogical limitations; large class size; lack of adult help and the presence of special children in the classroom; lack of resources and pressure from other non-teaching commitments. The implication of the findings are that further research needs to be conducted into Brunei’s preschool teacher training programmes, to identify contradictory messages about the value of creativity and to find a more culturally appropriate way of promoting children’s creativity through the curriculum.
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Haji, Md Sum Hisham. "Educational dependency : a case study on Brunei Darussalam." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335887.

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Khalid, Madihah. "Enhancing the mathematical achievement of technical education students in Brunei Darussalam using a teaching and learning package." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/2456.

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Mathematics plays a key role in many of today’s most secure and financially rewarding careers. In almost every sector of the economy, a substantial core of mathematics is needed to prepare students both for work and for higher education. The impact of computers and information technology in areas as diverse as manufacturing and advertising means that understanding mathematics becomes more important because it provides students with basic prerequisites in other useful areas such as problem-solving. Technical students in Brunei are trained with the skills needed in the world of industry and commerce to become competent workers and many of them continue to pursue higher education. They need the right balance of mathematics that can prepare them for both purposes. Considered to be academically weak, and coming from the system (high schools) whose teaching approaches benefit abstract learners, these students need to be motivated and have their interest in mathematics nurtured. This study is an attempt to improve the mathematical skills of technical students in Brunei by developing a teaching and learning package that can be used by mathematics instructors with their students. The package was designed to provide student-centred instruction and focuses on the learning environment aspects of “Teacher Support”, “Innovation”, “Cooperation”, “Task Orientation” and “Relevance”. These learning environment aspects were incorporated into each category of the ARCS motivational model (Keller, 1983b) for the purpose of enhancing motivation. It was anticipated that students’ mathematical understanding and attitude would be improved when their learning environment and thus their motivation was enhanced.When the package was implemented among a group of technical students, they experienced an approach to the teaching of mathematics that shifted from instruction fostering the procedures of practice and memorisation toward instruction that emphasised mathematical inquiry and conceptual understanding. Integrated curricula and cooperative learning techniques were used to link both the mathematics understanding of materials and their composition to the application of materials in the world of work. The use of technology to pursue mathematical investigations by way of learning aids was encouraged because the impact of technology on education today cannot be ignored. A group of students from two classes were involved in the implementation of the package to determine its effectiveness, for a duration of eight weeks. By applying the pre-experimental design methodology to the study, pre-test and post-test were used to measure students’ cognitive and affective changes. Mathematics proficiency in the categories of procedural skills, conceptual understanding and problem solving abilities were measured and examined by comparing students’ pre- and post-test results. Other forms of assessment such as projects and graded class-work (and homework) and also the communication that took place between the students during discussions were analysed to further validate their mathematical understanding. The learning environment and attitude factors mentioned were identified and validated through surveys, observations and interviews. A learning environment instrument called the College Classroom Environment Inventory (CCEI) was adapted for the purpose of measuring students’ perception of the learning environment.Another instrument named the Attitude Towards Mathematics survey was designed to measure students’ attitude towards mathematics. Both instruments were created, validated and then used to measure students’ affective changes (before and after package implementation) and thus evaluate the efficacy of the package. Besides the quantitative data obtained, the qualitative data from observations and interviews was used to confirm, explain and verify results. The results obtained from this study demonstrated students’ improved cognitive outcome in all areas of mathematical proficiency measured. As for the affective outcome, there were improvements in students’ perception of the classroom environment and also in the attitude category of “Importance” where more post-test than pre-test students agreed on the importance of mathematics in everyday life. The result also indicated associations between cognitive outcomes and a number of the learning environment scales. Students who experienced the package also demonstrated better mathematical understanding compared to those who did not. Students, instructors, curriculum developers and administrators should benefit from the results of this study. The study also provides a starting point for more research of this kind to be carried out for the benefit of technical students in Brunei in particular, and for mathematics students generally.
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Haji, Morni Hajah Asmah. "The quality of teaching and learning processes in Brunei preschools." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341190.

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Lampoh, Abdullah Awang. "Professional development of senior staff of secondary schools in Brunei Darussalam." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/506ac74c-7e8d-4fff-9788-3c4c8b935a1d.

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Goh, Adeline Yuen Sze. "Learning to become a Vocational and Technical Education (VTE) teacher in Brunei Darussalam." Thesis, University of Leeds, 2010. http://etheses.whiterose.ac.uk/21111/.

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This thesis was devised to explore my central interest in finding out empirically how individuals learn to become Vocational and Technical Education (VTE) teachers in Brunei. This study was based on a case study of twelve participants which includes five males and seven females undergoing a one year full-time Post Graduate Certificate Technical Education course in Brunei. Each participant was interviewed twice: once at the beginning of the course and once at the end of the course. My main empirical findings show that social relationships in learning situations are important with regard to becoming a VTE teacher in Brunei. Within different learning situations, individuals were also proactive in taking control of their own learning. In addition, my findings illustrate that most, if not all, student teachers have learned and changed towards the end of the teacher training course. The process of becoming a VTE teacher could logically be seen as two separate stages; choosing and learning to become a VTE teacher. One of the thesis objectives was also to understand the relationship between career decision-making and learning in relation to the Brunei VTE teachers. Drawing from Hodkinson et al.'s (1996) careership theory and Hodkinson et al. 's (2008) integrated theory of learning cultures and cultural theory of learning, I conclude that the two stages are integrated in practice and should be viewed as an on-going learning process called an individual learning journey. Based on my empirical findings, I also conclude that Hodkinson et al.'s (2008) learning theories need to be extended in order to fully understand social relationships, individual agency within learning cultures and to take into account that learning cultures change even within the same learning situation when individual position and roles change. This thesis concludes by identifying some implications for research and practice that arise from the findings of this study.
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Khalid, Omar Haji. "Special needs in inclusive schools in Brunei Darussalam : perceptions, concerns and practices." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365478.

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Khalid, Madihah. "Enhancing the mathematical achievement of technical education students in Brunei Darussalam using a teaching and learning package." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15984.

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Mathematics plays a key role in many of today’s most secure and financially rewarding careers. In almost every sector of the economy, a substantial core of mathematics is needed to prepare students both for work and for higher education. The impact of computers and information technology in areas as diverse as manufacturing and advertising means that understanding mathematics becomes more important because it provides students with basic prerequisites in other useful areas such as problem-solving. Technical students in Brunei are trained with the skills needed in the world of industry and commerce to become competent workers and many of them continue to pursue higher education. They need the right balance of mathematics that can prepare them for both purposes. Considered to be academically weak, and coming from the system (high schools) whose teaching approaches benefit abstract learners, these students need to be motivated and have their interest in mathematics nurtured. This study is an attempt to improve the mathematical skills of technical students in Brunei by developing a teaching and learning package that can be used by mathematics instructors with their students. The package was designed to provide student-centred instruction and focuses on the learning environment aspects of “Teacher Support”, “Innovation”, “Cooperation”, “Task Orientation” and “Relevance”. These learning environment aspects were incorporated into each category of the ARCS motivational model (Keller, 1983b) for the purpose of enhancing motivation. It was anticipated that students’ mathematical understanding and attitude would be improved when their learning environment and thus their motivation was enhanced.
When the package was implemented among a group of technical students, they experienced an approach to the teaching of mathematics that shifted from instruction fostering the procedures of practice and memorisation toward instruction that emphasised mathematical inquiry and conceptual understanding. Integrated curricula and cooperative learning techniques were used to link both the mathematics understanding of materials and their composition to the application of materials in the world of work. The use of technology to pursue mathematical investigations by way of learning aids was encouraged because the impact of technology on education today cannot be ignored. A group of students from two classes were involved in the implementation of the package to determine its effectiveness, for a duration of eight weeks. By applying the pre-experimental design methodology to the study, pre-test and post-test were used to measure students’ cognitive and affective changes. Mathematics proficiency in the categories of procedural skills, conceptual understanding and problem solving abilities were measured and examined by comparing students’ pre- and post-test results. Other forms of assessment such as projects and graded class-work (and homework) and also the communication that took place between the students during discussions were analysed to further validate their mathematical understanding. The learning environment and attitude factors mentioned were identified and validated through surveys, observations and interviews. A learning environment instrument called the College Classroom Environment Inventory (CCEI) was adapted for the purpose of measuring students’ perception of the learning environment.
Another instrument named the Attitude Towards Mathematics survey was designed to measure students’ attitude towards mathematics. Both instruments were created, validated and then used to measure students’ affective changes (before and after package implementation) and thus evaluate the efficacy of the package. Besides the quantitative data obtained, the qualitative data from observations and interviews was used to confirm, explain and verify results. The results obtained from this study demonstrated students’ improved cognitive outcome in all areas of mathematical proficiency measured. As for the affective outcome, there were improvements in students’ perception of the classroom environment and also in the attitude category of “Importance” where more post-test than pre-test students agreed on the importance of mathematics in everyday life. The result also indicated associations between cognitive outcomes and a number of the learning environment scales. Students who experienced the package also demonstrated better mathematical understanding compared to those who did not. Students, instructors, curriculum developers and administrators should benefit from the results of this study. The study also provides a starting point for more research of this kind to be carried out for the benefit of technical students in Brunei in particular, and for mathematics students generally.
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Haji, Taha Zaitun. "Teaching primary mathematics in Brunei Darussalam : the interplay between teachers' beliefs and practices." Thesis, King's College London (University of London), 1995. https://kclpure.kcl.ac.uk/portal/en/theses/teaching-primary-mathematics-in-brunei-darussalam--the-interplay-between-teachers-beliefs-and-practices(b36e3a20-6949-46d1-9233-a0b618befc83).html.

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Books on the topic "Education in Brunei"

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Recognition, Australia National Office of Overseas Skills. Brunei Darussalam: A comparative study. 2nd ed. Canberra: Australian Government Publishing Service, 1995.

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Phan, Le Ha, Asiyah Kumpoh, Keith Wood, Rosmawijah Jawawi, and Hardimah Said, eds. Globalisation, Education, and Reform in Brunei Darussalam. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77119-5.

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Lubis, Maimun Aqsha bin Haji Abidin. Islam and education: The concept of integrated education in Negara Brunei Darussalam. Bandar Seri Begawan: Institut Pendidikan Sultan Hassanal Bolkiah, 2004.

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Larking, Lewis. Research in primary schools in Brunei Darussalam, 1993. [Brunei: s.n., 1995.

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Dasar pendidikan Islam di Negara Brunei Darussalam, 1950-2007. Berakas, Negara Brunei Darussalam: Dewan Bahasa dan Pustaka Brunei, Kementerian Kebudayaan, Belia dan Sukan, 2013.

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Mohammad bin Pengiran Haji Abd. Rahman. Belia dan pendidikan Islam di Brunei Darussalam. Bandar Seri Begawan]: Pusat Daʼwah Islamiah, Kementerian Hal Ehwal Ugama, Negara Brunei Darussalam, 2011.

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Al-Sufri, Mohd Jamil, and Mohd Jamil Al-Sufri. Satu pemikiran mengenai pendidikan untuk Brunei Darussalam berasaskan Islam: Melalui pengalaman dan sejarah. Bandar Seri Begawan, Negara Brunei Darussalam: Pusat Sejarah Brunei, Kementerian Kebudayaan, Belia dan Sukan, Negara Brunei Darussalam, 2008.

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Indonesia) Sub-regional Country Report Meeting on Education for Sustainable Development in South-East Asia (1st 2010 Jakarta. Education for change: Past, present and future : Brunei Darussalam, Indonesia, Malaysia, Philippines, and Timor-Leste. Jakarta, Indonesia: UNESCO Jakarta Office, 2011.

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Simanjuntak, S. Hasnah. Bibliografi mengenai perkembangan sosial, ekonomi, dan pendikan Negara Brunei Darussalam. Gadong: Perpustakaan Universiti Brunei Darussalam, 1987.

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International Conference on Education for All (1993 Universiti Brunei Darussalam). Towards education for all: Proceedings of the International Conference on Education for All, Universiti Brunei Darussalam, 19-23 September 1993. [Bandar Seri Begawan]: Ministry of Education, Brunei Darussalam, 1994.

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Book chapters on the topic "Education in Brunei"

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Deterding, David, and Salbrina Sharbawi. "Education in Brunei." In Brunei English, 13–21. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6347-0_2.

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Jones, Gary M. "Bilingual Education in Brunei Darussalam." In Bilingual Education, 243–50. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_24.

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Cheong, Irene Poh-Ai. "Working Towards A Healthier Brunei." In Health Education in Context, 223–33. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-876-6_24.

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Mohamad, Hanapi, Rosyati M. Yaakub, Emma Claire Pearson, and Jennifer Tan Poh Sim. "Towards Wawasan Brunei 2035: Early Childhood Education and Development in Brunei Darussalam." In International Handbook of Early Childhood Education, 551–67. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-0927-7_25.

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Tibok, Rose Patsy, and Wendy Hiew. "Higher Education Systems and Institutions, Brunei Darussalam." In The International Encyclopedia of Higher Education Systems and Institutions, 872–78. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_584.

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Othman, Norazlina. "Vocational Education and Training in Brunei Darussalam." In Perspectives on Rethinking and Reforming Education, 1–23. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6617-8_1.

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Tibok, Rose Patsy, and Wendy Hiew. "Higher Education Systems and Institutions, Brunei Darussalam." In Encyclopedia of International Higher Education Systems and Institutions, 1–8. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_584-1.

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Sercombe, Peter. "Brunei Darussalam: Issues of Language, Identity and Education." In Language, Education and Nation-building, 22–44. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137455536_2.

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Jones, Gary M. "Bilingual and Multilingual Education in Brunei and Malaysia." In The Handbook of Bilingual and Multilingual Education, 531–41. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118533406.ch33.

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Noor Azam Haji-Othman. "Challenges in Indigenous Language Education: The Brunei Experience." In Borneo Studies in History, Society and Culture, 463–76. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0672-2_22.

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Conference papers on the topic "Education in Brunei"

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Rahman, Md Motiar. "Awareness of BIM adoption in Brunei." In GREEN CONSTRUCTION AND ENGINEERING EDUCATION FOR SUSTAINABLE FUTURE: Proceedings of the Green Construction and Engineering Education (GCEE) Conference 2017. Author(s), 2017. http://dx.doi.org/10.1063/1.5003515.

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Mohiddin, Rahimah, Amal Jefri, Syahirah Saiful, Fadzilah Jali, and Farzana Jaman. "AN INSIGHT OF ONLINE TEACHING & LEARNING AMID COVID-19 PANDEMIC AT POLITEKNIK BRUNEI: LESSONS LEARNED." In The Global Conference on Research in Education and Learning. R&R Knowledge Solutions, 2022. http://dx.doi.org/10.56790/101.091022.

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The second wave of Covid-19 pandemic in Brunei has forced all education providers to resort to online teaching and learning again, including Politeknik Brunei. This study aims to gain some insights of students’ and lecturers’ perspectives of online learning activities. The online questionnaire links were sent via email, where 989 students and 92 lecturers from across all schools under the polytechnic responded. Descriptive and inferential analysis were employed for all data collected. Overall, the findings suggest that the effectiveness of online learning at Politeknik Brunei is at a moderate level with a mean of 23.8 and a standard deviation of 4.13 (Cronbach’s α=0.71). There is no statistical significant difference in effectiveness of online learning among five different study focus groups as revealed by Tukey-Kramer post-hoc test. Meanwhile, the effectiveness of online teaching is also at a moderate level with a mean of 28.8 and a standard deviation of 3.72 (Cronbach’s α=0.68). The results also show that while the main challenge is internet instability for everyone, the main benefit is time and/or energy saved from travelling. Although online learning poses many limitations to everyone, it is probably high time to reconsider a permanent shift in the post pandemic education setting to prepare ourselves for the new norm. Keywords: Online-Learning, Pandemic, Effectiveness, Benefits, Challenges
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Sofri, Salwa, Reddy Prasad D. M, Hazwan Azri, and Aisah Timbang. "3D non-immersive VR game for process safety education." In 8TH BRUNEI INTERNATIONAL CONFERENCE ON ENGINEERING AND TECHNOLOGY 2021. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0110924.

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Tien, Douglas Tong Kum, Sivakumar Sivanesan, and S. Ramesh. "A non-traditional approach to service-learning in engineering education." In 8TH BRUNEI INTERNATIONAL CONFERENCE ON ENGINEERING AND TECHNOLOGY 2021. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0116844.

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Gul, F., and S. B. Duraman. "Engineering and technical education in Brunei Darussalam: current status and future development." In 5th Brunei International Conference on Engineering and Technology (BICET 2014). Institution of Engineering and Technology, 2014. http://dx.doi.org/10.1049/cp.2014.1102.

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Azrayati Haji Mohammad Noor, Noormah, and Jainatul Halida Jaidin. "TEACHING STRATEGIES TO RAISE AWARENESS OF NON-COMMUNICABLE DISEASES IN SECONDARY SCHOOLS IN BRUNEI DARUSSALAM." In International Conference on Education 2017. TIIKM, 2017. http://dx.doi.org/10.17501/icedu.2017.3109.

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Gan, Ai Len, and Masitah Shahrill. "Why the need for private tuition in mathematics? Investigating shadow education in Brunei Darussalam." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139763.

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Hoh, Chui Suan, Shoukat I. Khattak, and Hui LI. "Antecedents to Studentsr Satisfaction of Higher Education Institutions: A Case Study of Brunei Darussalam." In 2018 5th International Conference on Management Science and Management Innovation (MSMI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/msmi-18.2018.61.

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Mohamed, Abdul Halim. "Students’ Perceived Public Stigma And Mental Health Help-Seeking Attitudes In Brunei Darussalam." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.113.

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Kalsi, Hardeep S., and Quan Long. "CFD Challenge: Solutions Using the Commercial Finite Volume Solver, Fluent." In ASME 2012 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/sbc2012-80305.

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Mr. Kalsi is currently reading 3rd year Aerospace Engineering at Brunei University, London, this CFD challenge was undertaken as a final year dissertation project under the supervision of Dr. Quan Long at the Brunel Institute for Bioengineering (BIB). Simulations were carried out using the finite volume solver package ANSYS Fluent through the educational license available at Brunel University.
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Reports on the topic "Education in Brunei"

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Monsalve Morales, Diana. Seminario Internacional Crédito Educativo: Efectos y Desafíos para la Equidad y la Movilidad Social. Edited by Camilo Andrés Garzón Correa. Ediciones Universidad Cooperativa de Colombia, November 2022. http://dx.doi.org/10.16925/eccr.04.

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Esta compilación reúne los resúmenes de las ponencias del Seminario Internacional Crédito Educativo organizado por el ICETEX, la Universidad Cooperativa de Colombia y la Universidad de Santander en conmemoración de los 70 años de existencia de la primera institución, como uno de los mecanismos para la promoción y el acceso a la educación superior en Colombia. Las ponencias parten de las revisiones y los análisis actuales que se están desarrollando en el mundo sobre el presente y el futuro de la financiación de la educación superior, enfocados en la situación particular de Colombia. Este Seminario hace parte de un proceso de reflexión y transformación más grande que reflexiona, desde una perspectiva multidisciplinaria, con un enfoque desde lo social y lo regional, sobre la responsabilidad y sostenibilidad del ICETEX, con el propósito de fortalecer, mejorar y proyectar su quehacer misional en consonancia con las dinámicas, las necesidades y los retos del sector de la educación superior en Colombia y en el mundo. Las ponencias toman como referencia diversos modelos de países como Estados Unidos, Australia, Brazil, Corea del Sur, así como las investigaciones adelantadas por Matthew M. Chingos, Sandy Baum, Bruce Chapman, Lorraine Dearden y Paulo Nascimento. Esta compilación busca contribuir con la comprensión sobre los efectos del crédito educativo desde una perspectiva académica y objetiva que reconozca las percepciones y apreciaciones de usuarios y ciudadanos y al mismo tiempo cualifique la conversación nacional sobre la educación superior en general y sobre el acceso a la misma a través del crédito educativo en particular desde diferentes disciplinas, como la historia, el derecho, la economía, la psicología y otras.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, July 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.

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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.
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