Journal articles: 'Education in Brunei'

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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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9

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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Mohamad, Tun Abdul Hamid. "Implementation of the Islamic Criminal Law in Malaysia: Prospects and Challenges." ICR Journal 6, no. 2 (April 15, 2015): 166–74. http://dx.doi.org/10.52282/icr.v6i2.329.

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First of all, I would like to correct a common mistake. Many people thought that Brunei has implemented hudud law. That is not correct. In fact, to this day, Brunei has yet to enforce that part of the Syari’ah Penal Code Order 2013 which contains hudud offences. Brunei has gazetted the law. The effective date has not been fixed yet. The most recent information I received from the Assistant Solicitor General of Brunei on 15th December, 2014 confirmed that the hudud law has not been enforced. In fact, the provisions of the Syari’ah Criminal Procedure Code necessary for the implementation are still under discussion. If we want to talk about criminal law and what is now called “Islamic criminal law”, in the Malaysian context, we have to start from the Federal Constitution.

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Najtama, Fikria. "Perkembangan Islam di Brunei." TASAMUH: Jurnal Studi Islam 10, no. 2 (September 3, 2018): 407–21. http://dx.doi.org/10.47945/tasamuh.v10i2.80.

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Brunei has existed since at least the 7th or 8th century. In the history mentioned Islam has come to Brunei since the 7th century, which at that time Brunei has become a center of trade. The king of Brunei Malay kingdom since Sultan Muhammad Shah (1383), is a Muslim sultan who leads the kingdom as well as religious leaders, and is responsible for upholding the implementation of religious teachings in the region. This paper will discuss the development of Islam and the dynamics of Malay politics, religion and traditions in Brunei Darussalam to the present, including how Brunei Islam can pass through the British colonial era with unique conditions, even as they respect Britain as the savior of their country. Brunei reached its heyday from the fifteenth to the seventeenth century at the time of the Bolkiah Sultan, who ruled the entire island of Borneo and the Philippine archipelago, before the arrival of European colonial nations. Together with Malaysia, Brunei was colonized by Britain, and since 1888 the Kingdom of Brunei is a British Commonwealth. After Malaysia Merdeka (1957), Brunei declared its independence on January 1, 1984 from Malaysia. Although not a vast country. Brunei is an Islamic state that plays an important role in maintaining Islamic values in society. This is the success of the mosque coaching program and the advancement of religious education as a top priority. The Malay Muslim Kingdom of Brunei Darussalam made Islam its national ideology to implement Sunni Islam (Ahlussunnah Waljamaah), to obey the king, and to live the life of Darussalam as a Malay nation In fact, all the activities of the kingdom and government rules serve to strengthen the existence of Islam. The threat of Islam that can disrupt the stability of the country is a radical movement. The government has banned sectarian Islamic sects such as al-Arqam and others, so that Brunei remains a Darussalam, a safe, prosperous country, and protected from disturbances and chaos.

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Najtama, Fikria. "PERKEMBANGAN ISLAM DI BRUNEI." Tasamuh: Jurnal Studi Islam 10, no. 2 (November 7, 2018): 407–21. http://dx.doi.org/10.32489/tasamuh.44.

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Brunei has existed since at least the 7th or 8th century. In the history mentioned Islam has come to Brunei since the 7th century, which at that time Brunei has become a center of trade. The king of Brunei Malay kingdom since Sultan Muhammad Shah (1383), is a Muslim sultan who leads the kingdom as well as religious leaders, and is responsible for upholding the implementation of religious teachings in the region. This paper will discuss the development of Islam and the dynamics of Malay politics, religion and traditions in Brunei Darussalam to the present, including how Brunei Islam can pass through the British colonial era with unique conditions, even as they respect Britain as the savior of their country. Brunei reached its heyday from the fifteenth to the seventeenth century at the time of the Bolkiah Sultan, who ruled the entire island of Borneo and the Philippine archipelago, before the arrival of European colonial nations. Together with Malaysia, Brunei was colonized by Britain, and since 1888 the Kingdom of Brunei is a British Commonwealth. After Malaysia Merdeka (1957), Brunei declared its independence on January 1, 1984 from Malaysia. Although not a vast country. Brunei is an Islamic state that plays an important role in maintaining Islamic values in society. This is the success of the mosque coaching program and the advancement of religious education as a top priority. The Malay Muslim Kingdom of Brunei Darussalam made Islam its national ideology to implement Sunni Islam (Ahlussunnah Waljamaah), to obey the king, and to live the life of Darussalam as a Malay nation. In fact, all the activities of the kingdom and government rules serve to strengthen the existence of Islam. The threat of Islam that can disrupt the stability of the country is a radical movement. The government has banned sectarian Islamic sects such as al-Arqam and others, so that Brunei remains a Darussalam, a safe, prosperous country, and protected from disturbances and chaos.

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Mumin, Khadizah H. Abdul. "The development of midwifery education in Brunei Darussalam." British Journal of Midwifery 23, no. 8 (August 2, 2015): 580–87. http://dx.doi.org/10.12968/bjom.2015.23.8.580.

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Metussin, Halimaturradiah. "Gender Gap in Academic Achievement in Brunei Tertiary Education: Qualitative Perspective." European Journal of Social Sciences Education and Research 9, no. 2 (January 21, 2017): 29. http://dx.doi.org/10.26417/ejser.v9i2.p29-42.

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This study explores the potential factors causing a gender gap in academic achievement in the higher learning institutions of Brunei using in-depth interviews. Given that the gender gap is a worldwide phenomenon and problem in many educational settings, this study investigates the reasons for its persistence and how it can be resolved in the Brunei context. The findings of the study indicate that: 1) there are gender similarities in practices of good academic performance at school; 2) teaching methods and school facilities and environment may affect students’ academic performance; 3) problems or challenges faced in academic performance or achievement at school; and 4) early entry to workplace. A mixed-methods research is recommended to gain additional insights into the problem and its solutions.

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Kamaluddin, Kamaliah, and Asiyah Kumpoh. "Baju Kurung or Baju Kebaya? Framing the History of the Brunei Women’s Fashion." Paramita: Historical Studies Journal 32, no. 2 (September 29, 2022): 180–90. http://dx.doi.org/10.15294/paramita.v32i2.34526.

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This article investigates the relationship between women’s fashion in Brunei Darussalam and the historical factors that influenced the evolution of the former in the 1960s, the 1970s, and the 1980s. By employing a qualitative visual analysis method, this study analyzed photographs of Brunei women published in the national newspaper Pelita Brunei from the 1960s to the 1980s. Document review and thematic coding analysis were employed to frame and examine the historical context within which Brunei women’s fashion experienced a significant spectrum of trends. The findings of this study indicate that the evolution of women’s fashion in the 1960s and 1970s was primarily due to a combination of domestic and external influences such as the growth of popular entertainment, education, government’s role, and, to a considerable extent, the societal expectation towards women and the Islamic resurgence in the Southeast Asian region. In comparison, in the 1980s, Brunei women’s fashion was characterized strongly by Islamic ideals due to the declaration of Melayu Islam Beraja (MIB) as the State Philosophy, concomitant to Brunei’s independence in 1984. Based on these findings, this article proposes some potential research directions that can be pursued by future research. Artikel ini menyelidiki hubungan antara busana wanita di Brunei Darussalam dan faktor-faktor sejarah yang memengaruhi evolusi gaya busana wanita di tahun 1960-an, 1970-an, dan 1980-an. Dengan menggunakan metode analisis visual kualitatif, penelitian ini menganalisis foto-foto perempuan Brunei yang dimuat di surat kabar nasional Pelita Brunei dari tahun 1960-an hingga 1980-an. Tinjauan dokumen dan analisis pengkodean tematik digunakan untuk membingkai dan memeriksa konteks historis di mana mode wanita Brunei mengalami spektrum tren yang signifikan. Temuan penelitian ini menunjukkan bahwa evolusi mode wanita pada tahun 1960-an dan 1970-an terutama disebabkan oleh kombinasi pengaruh domestik dan eksternal seperti pertumbuhan hiburan populer, pendidikan, peran pemerintah, dan, sampai batas tertentu, masyarakat. harapan terhadap perempuan dan kebangkitan Islam di kawasan Asia Tenggara. Sebagai perbandingan, pada tahun 1980-an, busana wanita Brunei sangat dicirikan oleh cita-cita Islam karena deklarasi Melayu Islam Beraja (MIB) sebagai Filosofi Negara, bersamaan dengan kemerdekaan Brunei pada tahun 1984. Berdasarkan temuan ini, artikel ini mengusulkan beberapa penelitian potensial. arah yang dapat ditempuh oleh penelitian masa depan. Cite this article: Kamaluddin, K., Kumpoh, A. (2022). Baju Kurung or Baju Kebaya? Framing the History of the Brunei Women’s Fashion Paramita: Historical Studies Journal, 32(2), 180-190. http://dx.doi.org/10.15294/paramita.v32i2.34526

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Goode, Claire. "English language in Brunei: Use, policy, and status in education – A review." Indonesian JELT: Indonesian Journal of English Language Teaching 15, no. 1 (May 30, 2020): 21–46. http://dx.doi.org/10.25170/ijelt.v15i1.1411.

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This paper explores the literature on the status of the English language in Negara Brunei Darussalam, particularly in education. The review encompasses a total of 103 sources, including 44 journal articles, 27 book chapters, 15 books, and 17 other items (institution/organisation websites and reports, government documents, newspaper articles, and conference presentations), published between 1985 and 2020, with at least 70 sources published in the last decade. The author summarises findings from research in key areas in the Bruneian context including bilingual education, linguistic diversity, the status of English, educational policies, educational divides, and challenges to the student experience, particularly in higher education in the bilingual setting. The author found that: i) while there are concerns over the impact of English on the Malay language and on indigenous languages in the Sultanate, and apprehension around an educational divide, the majority of attitudes appear to be very positive about the use of English in Brunei, including in education; ii) the bilingual education policy has evolved over time, and now places an emphasis on English as a key competency for the 21st century; iii) the student experience in the bilingual context is a particularly under-researched area. Staff working in tertiary education can always benefit from further insights into different aspects of learning, teaching, and content delivery, which may be applicable in many settings. The paper concludes with recommendations for further research in Brunei.

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WONG, K. Y. "Mathematics for science: a Brunei experience." Teaching Mathematics and its Applications 21, no. 2 (June 1, 2002): 55–65. http://dx.doi.org/10.1093/teamat/21.2.55.

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Hj Mohiddin, Dr Hjh Mas Nooraini. "WAQF CREDIBILITY ON FINANCING HIGHER EDUCATION INSTITUTIONS." International Research Journal of Shariah, Muamalat and Islam 2, no. 4 (June 10, 2020): 09–21. http://dx.doi.org/10.35631/irjsmi.24002.

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Students' application for higher education admission is significantly increasing from time to time. As a result, it effects the increasing financial cost to provide the facilities, human resources, and others. A student with high potential but cannot afford to cover the expenses, has no opportunity for his further studies due to their financial problem. Financing problems for higher education institutions is not a new problem, in fact, it becomes a big issue nowadays. Brunei Darussalam is fortunate since the government still provides free education for locals who fulfill the requirements. However, currently, there are complaints from the parents on educational financing. The same situation will happen in Brunei if we do not find a solution that can solve the problem. This research will identify to what extent waqf credibility can solve the financial problems for higher education students. The research methodology will be used as a descriptive qualitative by analyzing the content by reviewing informative secondary data such as journals, paper works, and relevant articles. In order to solve the financial problems in a higher education institution, waqf contribution is very significant and should be expanded for higher education development as an ummah development agent.

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Koay, Teng Leong. "Inclusion in Brunei Darussalam: the role of teacher education." International Journal of Inclusive Education 18, no. 10 (July 27, 2012): 1029–37. http://dx.doi.org/10.1080/13603116.2012.693396.

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Edwards, John. "Implementing bilingualism: Brunei in perspective." Journal of Multilingual and Multicultural Development 14, no. 1-2 (January 1993): 25–38. http://dx.doi.org/10.1080/01434632.1993.9994518.

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Burns, Robert. "Gender Stereotyping Among Pre‐Service Teachers in Brunei." Asia Pacific Journal of Education 18, no. 2 (January 1998): 26–38. http://dx.doi.org/10.1080/0218879980180204.

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Singh, Jagdeep K., Pritam Singh, William EG Thomas, Tim Goodacre, and Frank CT Smith. "Supporting surgical skills training in Brunei and Borneo." Bulletin of the Royal College of Surgeons of England 93, no. 10 (November 1, 2011): 343–44. http://dx.doi.org/10.1308/147363511x13158258989758.

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Our visit began in Brunei, officially known as Brunei Darussalam, located on the north coast of Borneo, in south-east Asia. With a population of only 400,000 and as the third-largest oil producer in south-east Asia and the fourth-largest producer of natural gas, Brunei has the fourth-highest gross domestic product per capita in the world. With no income tax, free education, free healthcare and petrol cheaper than bottled water, Bruneians have an enviable quality of life. Under the governance of the Ministry of Health (MoH), each state has its own government hospital and rural areas are served by the Flying Medical Services division. Impressively, if a treatment is not available locally, for example organ transplantation, the MoH arranges treatment at overseas centres, often in nearby Singapore or Malaysia.

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Smith, Brian D. "Language choice and terminology for national development in Negara Brunei Darussalam." Terminology 1, no. 2 (January 1, 1994): 291–301. http://dx.doi.org/10.1075/term.1.2.05smi.

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This paper considers the problems of development and use of new Malay terminology in Brunei Darussalam in the context of policies which have established Malay as the official language but given English a central role in the education system. While the National Bureau for Language and Literature is responsible for the creation and cultivation of new terminology and discourse, it has little influence on language use in the education system or in society generally. It seems likely that Brunei will follow Singapore in accepting English as the language of economic and commercial development, leaving Malay to fulfill a ritual and subsidiary role in which new Malay terms serve only as a passive record of equivalents.

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Hoh, Juliet Chui Suan, Shaorong Wu, and Qiuheng Shi. "Employer Satisfaction in Brunei Darussalam." Journal of Business and Economic Analysis 03, no. 03 (January 2020): 268–87. http://dx.doi.org/10.1142/j_10.36924sbe.2020.3303.

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Brunei Darussalam’s Long-Term Development Plan 2035 outlines the Ministry’s goals for the national education system to prepare Bruneian youths for employment and to embrace Malay Islamic Monarchy (MIB) as a concept that guides one’s way of life. Keeping that in perspective, a research was initiated to find out employer satisfaction on employees in Brunei. Employer data and contact details were collected through various database, yellow pages and social media. Broadly, this study supports the established Input- Environment-Output (IEO) model in evaluating employer satisfaction in Brunei Darussalam. The study analyzed data from 454 employer self-reports from private and public sectors with a diverse employer profile and 24 employers were interviewed. Employers were asked to rate their satisfaction with the 24 competencies the graduates employed in their respective companies possess. The highest level of employer expectation in job competencies were communication abilities, problem solving skill, commitment, self-confidence, managerial skills, time management, creativity and innovative, knowledge of specific computer applications, punctually and specific technical knowledge. The analysis of this study shows that employers are mostly satisfied. A set of recommendations were also formulated based on the results of the study.

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Yong, Bob Chui-Seng. "The Career Commitment of Primary Teachers in Brunei Darussalam." Research in Education 62, no. 1 (November 1999): 1–9. http://dx.doi.org/10.7227/rie.62.1.

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Minnis, John R. "Action Research, the State and Legitimation in Brunei Darussalam." Asia-Pacific Journal of Teacher Education 28, no. 2 (July 2000): 179–90. http://dx.doi.org/10.1080/713650686.

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Martin, Peter, and Kamsiah Abdullah. "English Language Teaching in Brunei Darussalam: Continuity and Change." Asia Pacific Journal of Education 22, no. 2 (January 2002): 23–34. http://dx.doi.org/10.1080/0218879020220204.

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Rossiman, Nur Diyana, Norzaidah Hidayah Rashid, Wardah Annadiah Ahmad Ramzuna, and Mohammad Nabil Almunawar. "The Perception and Usage of Google Drive Among Higher Education Institution Students in Brunei Darussalam." International Journal of Asian Business and Information Management 12, no. 3 (July 2021): 222–41. http://dx.doi.org/10.4018/ijabim.20210701.oa14.

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Recently cloud computing services have been adopted by many people and organizations. Google Drive is one of the cloud computing platforms that has gained popularity among students in higher education institutions. This study examines the perceptions and the current usage of Google Drive among students in higher education institutions in Brunei Darussalam. The study adopted the technology acceptance model (TAM) and two additional factors, namely perceived speed of access (PSA) and perceived security (PS). The primary objectives of this research are to explore the factors affecting the usage of Google Drive by the students in higher education institutions in Brunei, to investigate the perceptions of the students on the use of Google Drive, and to find whether attitude influences the behavioral intention to use Google Drive among the students. The findings of this study connote that the students' perceptions on Google Drive have a significant influence towards their attitude to use Google Drive which in turn influence their behavioral intention to use Google Drive in the future.

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Zolkefli, Yusrita. "Nursing ethics education in Brunei Darussalam – Where are we today?" Belitung Nursing Journal 7, no. 1 (February 22, 2021): 55–56. http://dx.doi.org/10.33546/bnj.1265.

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Ghadessy, Mohsen, and Mary Nicol. "Attitude Change in Bilingual Education: The Case of Brunei Darussalam." International Journal of Bilingual Education and Bilingualism 5, no. 2 (May 2002): 113–28. http://dx.doi.org/10.1080/13670050208667750.

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Sercombe, Peter G. "Language and education: The experience of the Penan in Brunei." International Journal of Educational Development 30, no. 6 (November 2010): 625–35. http://dx.doi.org/10.1016/j.ijedudev.2010.05.001.

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Mundia, Lawrence, and Sallimah Salleh. "Coping styles of failing Brunei vocational students." Education + Training 59, no. 4 (April 10, 2017): 389–405. http://dx.doi.org/10.1108/et-05-2016-0087.

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Purpose The purpose of this paper is to determine the prevalence of two types of underachieving students (n=246) (active failing (AF) and passive failing (PF)) in Brunei vocational and technical education (VTE) institutions and their patterns of coping. Design/methodology/approach The field survey method was used to directly reach many participants, administer the instruments and collect the required data. Findings The authors found 20 AFs (14 males) and 16 PFs (five females) across the VTE courses. More-able and average students scored relatively higher on all six productive coping strategies (e.g. confronting the stressor), while the AFs and PFs scored lower on these attributes. The AFs and PFs scored relatively higher on both dysfunctional coping styles (e.g. distancing) than more-able and average students. Furthermore, the AFs also scored lower on seeking social support (possible reason for not performing well). Internet connection and students’ financial support need to be improved in Brunei VTE institutions. Research limitations/implications The study would have been strengthened by the inclusion of an interview component to probe supplement/complement findings from the quantitative survey and the open-ended qualitative instrument (both self-reports). Practical implications The study had practical significance in that its findings could be used by instructors and policy makers to improve the achievement of VTE students in Brunei and elsewhere. Originality/value This is the first time the phenomena of AF and PF were investigated in Brunei VTE students. Further qualitative research was recommended to gain additional insights and solutions.

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Nur Raihan, Mohamad. "The Use of American and British Lexis in Brunei English." J-Lalite: Journal of English Studies 2, no. 2 (December 30, 2021): 73. http://dx.doi.org/10.20884/1.jes.2021.2.2.5063.

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In pronunciation, influenced by American English, a shift in Brunei English can be observed in the increasing use of [r] in tokens such as car and heard particularly among younger speakers whose pronunciation may be influenced by American English. In contrast, older speakers tend to omit the [r] sound in these tokens as their pronunciation may be more influenced by British English. However, it is unclear whether American English has influenced the vocabulary of Brunei English speakers as the education system in Brunei favours British English due to its historical ties with Britain. This paper analyses the use of American and British lexical items between three age groups: 20 in-service teachers aged between 29 to 35 years old, 20 university undergraduates aged between 19 to 25 years old, and 20 secondary school students who are within the 11 to 15 age range. Each age group has 10 female and 10 male participants and they were asked to name seven objects shown to them on Power point slides. Their responses were recorded and compared between the age groups and between female and male data. The analysis is supplemented with recorded data from interviews with all 60 participants to determine instances of American and British lexical items in casual speech. It was found that there is a higher occurrence of American than British lexical items in all three groups and the interview data supports the findings in the main data. Thus, providing further evidence for the Americanisation of Brunei English and that Brunei English is undergoing change.

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Sercombe, Peter. "Multilingualism among the Penans in Brunei." International Journal of Bilingualism 7, no. 2 (June 2003): 153–75. http://dx.doi.org/10.1177/13670069030070020301.

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Conrad, A., K. Ozòg, and Peter W. Martin. "The BAH Particle in Brunei English." RELC Journal 21, no. 2 (December 1990): 14–28. http://dx.doi.org/10.1177/003368829002100202.

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Dhindsa, Harkirat S. "Cultural Dimensions of the Learning Environment in Brunei." International Journal of Science and Mathematics Education 6, no. 2 (July 11, 2007): 251–67. http://dx.doi.org/10.1007/s10763-007-9077-8.

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Mundia, Lawrence. "A Descriptive Profile of Selected Brunei Convicts: Viewpoint." Journal of Public Administration and Governance 10, no. 3 (July 16, 2020): 6. http://dx.doi.org/10.5296/jpag.v10i3.17357.

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The case study (N = 54) described the participants using biographical attributes (age, type of offenses committed, education, marriage, employment, marital status of parents, repeat offenses, and district of residence) about criminality. Theft and drug-related offenses were first and second top crimes. Youths aged 18-29 were more involved in stealing and rape than older peers. Half of the theft convicts were employed and the other half unemployed before incarceration suggesting common underlying causes for stealing such as low education and low income (or poverty) among participants. Elderly convicts (aged 30-40) were most engaged in drug offenses, incest, and adultery compared to younger counterparts. First and repeat crimes were equally high across the participants' educational level, marital status, and parents' marital status. Most of the crimes were committed in the Brunei-Muara district. The findings call for mental health testing and appropriate interventions for crime perpetrators. Further mixed methods research was recommended.

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Md Fareed, Fatin Rabia'tul Adawiyah. "The Role of Islam in the Management and Administration of Brunei Darussalam." Jurnal Kajian Peradaban Islam 3, no. 2 (December 19, 2020): 45–49. http://dx.doi.org/10.47076/jkpis.v3i2.48.

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Islam plays an essential role in forming and shaping an Islamic country. Similarly, Brunei Darussalam, an Islamic country, has made every effort to inculcate Islamic values in various aspects of the country's management and administration. This concept paper aims to provide exposure regarding the role of Islam in the management and administration of Brunei Darussalam by describing the history of the arrival of Islam in Brunei Darussalam and the role of Islam in the management and administration of the country. This concept paper uses a qualitative method in the form of a library concerning secondary sources only. The results of the study found that the leadership of the Sultan is a major factor that contributes to the strong application of Islamic teachings in the management and administration of the country, and among the five main aspects that receive the influence of Islamic teachings are aspects of government and administration, administration of Islamic law, religious institutions, Islamic education, and economy. The effect of the application of Islamic teachings has strengthened the country's identity to become an Islamic state.

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Haji Abd Latif, Nurul Atiqah, and Lilly Suzana Shamsu. "An overview on Islamic lifelong learning in Brunei Darussalam." al-Irsyad: Journal of Islamic and Contemporary Issues 6, no. 1 (June 19, 2021): 651–61. http://dx.doi.org/10.53840/alirsyad.v6i1.188.

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Since 19th Century, Brunei Darussalam has conducted Islamic Lifelong Learning formally and non-formally which has been referred to as the Adult Religious Class. The class is offered to mature students who had never attended or finished their formal religious education. The modules taught are mostly focused on al-Quran literacy skills and basic Islamic studies. Although these classes have been practiced for a long time, the term Islamic Lifelong Learning is still an uncommon term in the sultanate. Hence, this study proposes to explore and discover the term “Islamic Lifelong Learning” in the context of Brunei Darussalam. The study is based on documents review and analysis from past researchers and official websites. Furthermore, the findings have suggested that various classes have been established in Lifelong Learning which can be known as “Islamic Lifelong Learning”. Thus, the paper concludes that Islamic Lifelong Learning is a part of an ongoing learning in Brunei Darussalam which has been implemented and conducted either in mosques, balais, universities or institutes with particular Islamic modules consists of ‘Aqīdah, Sharī‘ah and Akhlāq.

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Kitson, Rosalind. "Starting School in Brunei: Listening to Children, Parents, and Teachers." Contemporary Issues in Early Childhood 5, no. 2 (June 2004): 236–42. http://dx.doi.org/10.2304/ciec.2004.5.2.9.

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Minnis, J. R. "Caught between tradition and modernity: technical-vocational education in Brunei Darussalam." International Journal of Educational Development 20, no. 3 (May 2000): 247–59. http://dx.doi.org/10.1016/s0738-0593(99)00066-8.

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Anshari, Muhammad, Yabit Alas, Norakmarul Ihsan Sabtu, and Norazmah Yunus. "A Survey Study of Smartphones Behavior in Brunei." International Journal of Cyber Behavior, Psychology and Learning 6, no. 1 (January 2016): 60–72. http://dx.doi.org/10.4018/ijcbpl.2016010104.

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The use of smartphones is generating large amounts of data. The term “big data” has become popular in describing a massive data, both structured and unstructured. Big data refers to high volume, high velocity, and high variety. This study used an inductive approach involving the distribution of a questionnaire to gain an understanding of smartphone users' habits in Brunei. Then, the authors identified several concerns that became the focal point of further analysis in the use of smartphones in daily activities. The findings is correlated to the growing of trends of big data application for users' benefit. The finding suggests that there is growing demand from smartphone users could create better services and value through big data application. The authors propose a big data approach that will enable service providers to enhance smartphone users' experiences. Big data application will enable smartphones to become smarter in terms of service and value.

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Ahad, Annie Dayani, Muhammad Anshari, and Abdur Razzaq. "Domestication of Smartphones Among Adolescents in Brunei Darussalam." International Journal of Cyber Behavior, Psychology and Learning 7, no. 4 (October 2017): 26–39. http://dx.doi.org/10.4018/ijcbpl.2017100103.

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This article describes how smartphones have converged into multifunctional personal devices. Smartphones are equipped with features such as Internet access, cameras (pictures and videos) and MP3 players. While a majority of previous research investigated the use and effects of mobile phones and young people, these studies focused on the Western context. A qualitative research method was used to investigate the research questions. Specifically, focus groups and in-depth interviews were used to collect data. Nevertheless, while a growing number of studies has investigated mobile phone use by teenagers in non-western countries, there is little research on smartphone uses and their implications to teenagers in an Islamic context. This article examines the uses of smartphones by, and their implications to, Bruneian teenagers. The research seeks to map and understand the complex forces that influence and challenge the socio-cultural values and religious beliefs of teenagers in a non-Western, Malay, Islamic society such as Brunei.

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Martin, Peter. "Educational Discourses and Literacy in Brunei Darussalam." International Journal of Bilingual Education and Bilingualism 11, no. 2 (March 2008): 206–24. http://dx.doi.org/10.2167/beb494.0.

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A. Rahman, Sri Kartika, Ampuan Hj Brahim Ampuan Hj Tengah, and Rozaiman Makmun. "The Role of Education in the Development of Jawi in Brunei Darussalam." Journal of Al-Tamaddun 17, no. 2 (December 21, 2022): 13–24. http://dx.doi.org/10.22452/jat.vol17no2.2.

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This literary research aims to discuss the role of education in the history and development of the usage of the Jawi script in Brunei. This discussion is divided into six phases. The first phase is the use of Jawi in education after the arrival of Islam. The second phase is its use during the early development of education between 1914 and 1941. The third phase is during the Japanese occupation era from 1942 until 1945. The fourth phase is in the pre-independence era between 1943 and 1983. The fifth phase is in the Bilingual Education policy from 1984 until 2007, and the last phase is during the National Education System for the 21st Century Policy, from 2008 until today. The researcher discovered that the role and importance of Jawi in the field of education remain relevant, especially in preserving it as the heritage and identity of the Malay race.

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Deuraseh, Nurdeng, Norkhairiah Hashim, Raihana Mohd Raffi, Noor Rabiatul Fikriyah, and Nurul Husna Abu Bakar Ahmad. "The potential job opportunities for Halal Science Graduates in education sector in Negara Brunei Darussalam." Technium Social Sciences Journal 28 (February 9, 2022): 236–45. http://dx.doi.org/10.47577/tssj.v28i1.5760.

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A concern for graduates in Brunei Darussalam is the difficulty of finding a stable career after graduation. Although Brunei is considered one of the richest countries in the world with a relatively small population, the unemployment rate keeps increasing, which is a problem for future graduates from various universities in this country. Therefore, this research focuses on studying the potential employment opportunities for Halal Science Graduates specifically in the education sector as it is well known that education plays an important role in enabling people of all ages and religions to engage in quality learning throughout their lives. Education is the process of acquiring knowledge, values, skills, beliefs and moral habits. For this reason, it is absolutely important for people to learn Halal education in order to gain more knowledge about Halal and apply it in their daily lives. The issue here is Halal education is not emphasized enough in primary and secondary education. It should be addressed earlier to lay a foundation of the Halal theory among the potential workforce. As the demand for Halal qualified manpower is increasing, Halal education should be given more significant in general education. Hence, this study seeks opportunities for Halal Science Graduates, to make a career in the education sector by conducting a survey on people's opinion about Halal education. In this study, it is found that many people agree with studying halal education from an early age or starting it in primary education. Moreover, majority of the respondents preferred a teacher from Halal Science Graduates with Master of Teaching to teach them about Halal.

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Zurqoni, Zurqoni, Muhammad Arbain, and Umar Fauzan. "The Dynamics of the Development of Islamic Education in Southeast Asia." Borneo International Journal of Islamic Studies 2, no. 1 (November 29, 2019): 71–99. http://dx.doi.org/10.21093/bijis.v2i1.1849.

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This study illustrates the dynamics of the development of Islamic education in Southeast Asia which includes several states such as Indonesia, Malaysia, Brunei Darussalam, and Southern Thailand which have different and unique features of Islamic education as a characteristic of each country. This research also not only explains the differences in the style of Islamic education but analyzes the various dynamics of development that occur behind the formation of a pattern of Islamic education as the grand design of Islamic education in Southeast Asia. The research methodology used is descriptive qualitative data collection techniques in the form of observation, interviews, and documentation. The results found a variety of features or models that became the grand design of Islamic education in each country, namely: (1) Indonesia has a grand design of Islamic education with patterns (2-6-3-3-4); RA 2 years, MI 6 years, MTs 3 years and MA 3 years, and PT 4 years; (2) Malaysia has a grand design with patterns: (4 / 6-7 / 12-3-2-1 / 2); PPD 4-6 years, PD 7-12 years, PMP 3 years, PMA 3 years, PP-PMA 1-2 years, PT 3-4 years; (3) Brunei Darussalam has a grand design with patterns: (A 7-3-2-2); 7-year elementary school, 3-year middle school, 2-year high school, 2-year pre-university; and (4) Southern Thailand (Patani) has a grand design with patterns: 6- (3-3); MI 6 years, MM 3 years, and MTs 3 years.

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Liew, Elizabeth M. "Developmental Interdependence Hypothesis Revisited in the Brunei Classroom." Journal of Multilingual and Multicultural Development 17, no. 2-4 (September 1996): 195–204. http://dx.doi.org/10.1080/01434639608666271.

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Petra, Siti Fatimah, Jainatul Halida Jaidin, JSH Quintus Perera, and Marcia Linn. "Supporting students to become autonomous learners: the role of web-based learning." International Journal of Information and Learning Technology 33, no. 4 (August 1, 2016): 263–75. http://dx.doi.org/10.1108/ijilt-05-2016-0017.

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Purpose – The purpose of this paper is to explore how web-based science curriculum materials designed to develop autonomous learners can succeed in Brunei. In this instruction, designed to prepare students to independently explore new topics, students and teachers take new roles. Students collaborate with a peer to engage in inquiry and teachers monitor progress and guide students rather than leading the class. Design/methodology/approach – The authors studied two Web-based Inquiry Science Environment (WISE) units (photosynthesis and cellular respiration) developed using the knowledge integration framework. The framework promotes autonomous learning by building on the diverse ideas that students bring to science lessons and encouraging them to distinguish among their own ideas and those they encounter when using scientific visualizations. In a study on “How People Learn: Brain, Mind, Experience and School”, Bransford et al. (1999) suggest that the students’ preconceptions of how the world works must be engaged, as failing to do so may hinder them from grasping new concepts and information that are taught. Two intact classes of students from two secondary schools in Brunei each studied one of the WISE units. Observations revealed that students could work in pairs to jointly engage in inquiry with encouragement from teachers. Embedded assessments and interviews were analyzed to show how students linked observable events and scientific ideas when explaining the conversion of solar energy to chemical energy in photosynthesis. Findings – Significant gains in knowledge integration show that Brunei students who collaboratively study WISE inquiry units can autonomously succeed. Specifically, students using WISE were able to construct complex ideas about photosynthesis and cellular respiration by linking observable events and scientific ideas while working autonomously with infrequent teacher monitoring. Originality/value – The paper provides invaluable insights into ways in which web-based learning supports students to become autonomous learners.

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Journal articles on the topic 'Education in Brunei'

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