Professional Documents
Culture Documents
An Overview of Lifelong
Learning Opportunities in
Brunei Darussalam
[DRAFT]
Abstract
Brunei Darussalam has adopted policies and national visions that ultimately pins the
importance of education. While all these policies and visions have embedded and
encouraged lifelong learning as part of their agenda, there is no specific policy being set
for lifelong learning. This report documents the overview of lifelong learning
opportunities in Brunei Darussalam in three areas: (1) Teachers and Facilitators
Continuing Professional Development, (2) Linking different sectors for Lifelong
Learning, and (3) Community Based Learning Places and Centres. The first area
highlights the formal, non-formal and informal lifelong learning opportunities available
for teachers and facilitators of lifelong learners, via their continuing professional
development. Next, the Industrial Skills Qualifications (ISQ) was explored as an
example of a successful practice in linking different sectors and overcoming the issue of
unemployment. ISQ programmes are intended to capture unemployed youth and aims to
produce job ready graduates. Lastly, some of the community based learning places and
centres in Brunei were also reviewed for successful practices. This includes Civil
Service Institute, Health Promotion Centre, Institue of Brunei Technical Education
Continuing Education and Training, Politeknik Brunei, UBD, Youth Development
Centre and NGOs (BDNAC, LiveWire, iCentre). A big funder and enabler of lifelong
learning in Brunei is the Yayasan Sultan Haji Hassanal Bolkiah (YSHHB) a
foundation of His Majesty's charitable deeds and contributions and those of His
Majesty's family. Although there are more lifelong learning opportunities in Brunei,
however, these opportunities needs more exposure and made known to relevent
stakeholders. A way forward, therefore, could be the setting up of a centralized body
that will govern, incubate, market and monitor all the lifelong learning initiatives in the
country.
Table of contents
Contents
Page
Executive Summary
Methodology
Definition
Main Body
A) Teachers and Facilitators Continuing Professional Development
B) Linking Different Sectors for Lifelong Learning
C) Community Based Learning Places and Centres
11
13
15
Conclusion
21
References
22
23
24
Acronyms
APTK
ATDC
BDAC
BDTA
BGAS
BOMS
BPTV
CITB
COE
DCD
DY
EICF
EIDPMO
FASS
FOS
HNTEC
HPC
IBTE
ILIA
IS
ISQ
JO
JPKE
LEEA
MIB
MoCYS
MoE
MoH
MTC
PIP
PMO
PPB
PSR
PTB
RTO
SHBIE
SPN21
TA
TWI
UBD
YSSHB
21CTL
Executive Summary
Brunei Darussalam has adopted policies (Compulsory Education Order 2007 and
National Education System for the 21st Century, SPN21) and national visions
(Wawasan 2035) that ultimately pins the importance of education by ensuring that
education is not only mandated but is free from pre-primary up to higher education level
for Brunei citizens (Education for All 2015 National Review Report: Brunei
Darussalam), learning opportunities are made available and education system are to be
constantly reviewed and fine-tuned in order to be a nation of educated and highly skilled
people. While all these policies and visions have embedded and encouraged lifelong
learning as part of their agenda, there is no specific policy being set for lifelong
learning. It is also important to highlight that there are no significant gender issues in
Brunei Darussalam apart from a slight imbalance in the gender of educators in certain
sectors of education in which the Ministry of Education (MoE) has already identified
measures to rectify it (Education for All 2015 National Review Report: Brunei
Darussalam). This report will document the overview of lifelong learning opportunities
in Brunei Darussalam in the following areas: A) Teachers and Facilitators Continuing
Professional Development, B) Linking different sectors for Lifelong Learning, and C)
Community Based Learning Places and Centres.
A. TEACHERS AND FACILITATORS CONTINUING PROFESSIONAL
DEVELOPMENT
The teachers and facilitators of lifelong learners received formal, non-formal and
informal lifelong learning continuing professional development. An example of
successful policy and practices in formal comprehensive lifelong learning is
demonstrated in the teachers professional development. Its success can be evidenced
from the deployment of available resources (the academic staff of Sultan Hassanal
Bolkiah Institute of Education (SHBIE) and Institute for Leadership, Innovation and
Advancement (ILIA) in UBD, and Brunei Darussalam Teachers Academy (BDTA) of
MoE) using the respective institutions infrastructure and expertise. The formal set-up
for lifelong learning for teachers ensures that all teachers were given opportunities to
upgrade professionally and personally. For non-formal lifelong learning, the successful
practice is illustrated by the Program Intervensi Pendidikan (PIP Education
Intervention Program) that links various government agencies and non-government
agency in training teachers and facilitators teaching skills. The purpose of the PIP
programme is to assist low achieving students (ages 10 to 11 years old) from lowincome family, in preparation for the Penilaian Sekolah Rendah (PSR - Primary School
Assessment) examinations. Volunteers were sought as teachers and facilitators of the
PIP, and the training of the volunteers were conducted by SHBIE. The PIP is considered
as a successful example of a non-formal lifelong learning for volunteers (who may be
undergraduate students or graduate students) who attended workshops conducted by
SHBIE on how to tutor and motivate the pupils to improve their achievement in PSR. An
example of a successful informal lifelong learning is the Teaching Assistance (TA)
programme that links inter-faculties within UBD with Department of Schools, and the
Scholarship Unit of MoE. Under the GenNEXT programme of UBD, second year
undergraduates from Faculty of Arts and Social Sciences (FASS), UBD School of
Business and Economics and Faculty of Science (FOS) may choose to become interns as
TA in schools for their Discovery Year (DY).
Methodology
The Research and Statistics Division (RSD), under IBTE, MoE Brunei, in collaboration
with SHBIE, UBD were appointed as the internal working group to do the following:
(i) To conduct the country research, through document analyses, a series of in-depth
interviews and a national workshop (specifically for area C. Community Based
Learning Places and Centres) with the key stakeholders involved in providing
lifelong learning opportunities in Brunei; and
(ii) To prepare the country report
Time and human resource constraints rendered the report to be based mostly on
secondary data review and document analyses. The strategy used to prepare the country
report involved three steps, which is summarized in Figure 1 and elaborated below:
Compilation of 3
areas of study
Early September
2016
Step 3
Identification and
appointment of
internal working
group from RSDIBTE and SHBIE.
Agreement on team
members' term of
references
May - June 2016
Step 2
Step 1
Setting up working
group
document analysis as well as an interview with key informant from IBTE who is the
programme leader for ISQ.
mendidek saorang anak lelaki berarti tuan chuma mendidek saorang sahja tetapi
mendidek saorang anak perempuan berarti yang tuan telah mendidekkan satu keluarga
(educating a boy means educating one person only but educating a girl means educating
the whole family). This has become the foundation for the equalisation of opportunities
for girls and boys (Education for All 2015 National Review Report: Brunei Darussalam).
National goals/visions
Wawasan Brunei 2035 aims to make Brunei Darussalam, by 2035, a nation which will
be widely recognised for the accomplishment of its educated and highly skilled people
as measured by the highest international standards; quality of life that is among the top
10 nations in the world; and a dynamic and sustainable economy with income per capita
within the top 10 countries in the world. The implementation of an Education Strategy
drawn up by the MoE to realise this vision will prepare Brunei Darussalams youth for
employment and achievement in a world that is increasingly competitive and
knowledge-based. Eight (8) policy directions have been formulated as key thrusts in the
education strategy, namely:
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Main body
A.
TEACHERS AND FACILITATORS CONTINUING PROFESSIONAL
DEVELOPMENT
The teachers and facilitators of lifelong learners received formal, non-formal and
informal continuing professional development. Examples of successful practices in
holistic and comprehensive lifelong learning are presented for each model.
(a) An example of successful policy and practices in formal comprehensive lifelong
learning is demonstrated in the teachers professional development. It is a requirement
that all teachers to have at least an undergraduate degree (for in-service teachers to
upgrade from certificate/diploma to Bachelors degree, from Bachelors degree to Master
of Education). Teachers Professional Development in Brunei Darussalam is mainly
catered by the different agencies under the purview of MoE. The main three
centres/institutes, which are tasked with this responsibility, are 1) Brunei Darussalam
Teachers Academy (BDTA), 2) SHBIE and 3) ILIA.
The success in the formal lifelong learning for teachers can be evidenced from the
deployment of available resources (the academic staff of SHBIE and ILIA in UBD, and
BDTA of MoE) using the respective institutions infrastructure and expertise. The
formal set-up for lifelong learning for teachers ensures that all teachers were given
opportunities to upgrade professionally and personally.
(b) An example of successful non-formal lifelong learning practice that link various
government agencies and non-government agency in training teachers and facilitators
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12
B.
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quality technical education and training, teaching staffs were also sent to gain industry
experience through work place attachments and undergone series of workshops to
enhance their pedagogical skills.
Prior to convocation ceremony, EICF committees organises IBTE market day where
employers from both government and non-government agencies are invited and
encouraged to select potential students to offer COE. With the COE, students will be
employed upon completion of programmes provided they fulfill the criteria set upon by
companies. Based on IBTE Graduates Employment Study, ISQ programmes have
achieved 93.2% employability rate for the 2014 intake and 87.4% for 2015 intake.
Overall, EICF programmes have been effective and contributed in increasing the overall
number of employed graduates at IBTE, in line with the managements quality
objectives of IBTEs Quality Policy which is to achieve Graduates Employability Rate
of 80% 6 months after graduation. This achievement could not have been made possible
without the collective efforts and support from various stakeholders, namely EIDPMO,
JPKE, respective private companies especially from the Oil and Gas industries, RTOs
and PTO, various government agencies as well as the community as a whole. The EICF
initiative is a very good example of a whole of nation approach in line with His
Majesty the Sultan dan Yang Di-Pertuan of Brunei Darussalams Titah encouraging
various stakeholders to come together to tackle the issue of unemployment (IBTE
Ignite).
With the successful implementation of the EICF programmes with the Oil and Gas
industry, the focus now is to adapt similar framework to other industry sectors such as
construction, hospitality and tourism sectors, to shape the Industry Competency
Framework (ICF) in ensuring the courses offered by IBTE will continue to stay relevant
and fulfil the needs of the industry and for the development of the nation. With the
current oil price that affects the job opportunities, ICF is a good way forward.
C.
COMMUNITY BASED LEARNING PLACES AND CENTRES
A workshop on Documenting successful policies and practices for lifelong learning
was convened to collect information of programmes for lifelong learning offered by
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government and non-government agencies. From the workshop, it was concluded that
the best practices for lifelong learning programmes that the government agencies (67%)
and non-government organisation (33%) offered were formal programmes for lifelong
learning in terms of spirituality, education, social, cultural and health. A majority of the
lifelong learning programmes are offered to youth (15 years old to 24 years old) for job
preparation and skill development, while programmes for workplace and community
lifelong learning are for adults (above 25 years old). Rating on the scale of 1(not at all
confident) to 10 (very confident) on their confidence about the sustainability of their best
practice lifelong learning programmes, it was elicited that 30.6% the workshop
participants rated 10, 44.4% rated in the range of 8-9, and 25.0% rated in the range of 67. This indicated that overall, the participants were positive about the lifelong learning
programmes they offered would be sustainable. The major challenges that the lifelong
learning programmes (arbitrarily) were budget and financial constraint; lack of expertise
and adequate infrastructure, unfavourable attitudes and mind-set of community.
Generally most of the lifelong learning programmes require (arbitrarily) financial
support from the government and major stakeholders, active and supportive participation
from community, more professional expertise in the specific lifelong learning
programmes, and a requirement for national policy for lifelong learning.
A big funder and enabler of lifelong learning in Brunei Darussalam is the YSHHB.
YSHHB was established in 1992 in conjunction with the celebration of the silver jubilee
of the His Majesty Sultan Haji Hassanal Bolkiah Muizzaddin Waddaulah, the Sultan
and Yang Di-Pertuan of Brunei Darussalams reign, as the foundation of His Majesty's
charitable deeds and contributions and those of His Majesty's family. It is the symbol of
His Majesty's love and concern for the people and a facilitator for creating a secure and
prosperous Brunei Darussalam community. The objectives of the establishment are
based on five objectives namely in the areas of religion, welfare, education, development
and finance.
a) Religion
Financial aid or scholarships are provided to subjects of His Majesty to
pursue higher studies in field of Islamic religion.
Supports and financial aids are provided in propagating Islam and Islamic
teachings.
b) Welfare
Youth training programmes are provided so that the young people will have
the opportunity to learn new skills.
Competitions are organized as well as offering awards for achievements in
literature and culture to foster and nurture excellence in cultural and socioeconomic areas.
c) Education
Scholarships and financial aids are provided to underprivileged students to
ensure that they would not be disadvantaged educationally.
Supports for Research and Development at higher educational institutions are
provided.
d) Development
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e) Finance
Participating in commercial and industrial activities deemed fit by YSHHB
Purchasing, securing and procuring stocks and investments.
Establishing a management or operating entity to handle YSHHBs projects,
schemes and businesses.
In line with the principles set out in the establishment of YSHHB, the aids and supports
are dedicated to empower the community through excellence in education and trainings
serving to supplement or complement national initiatives. It also ensures that all
assistance and services provided and projects implemented are properly planned,
directed and reached the target groups in order to improve the life of the people. YSHHB
works extensively with its strategic partners that share and support its vision of
Improving Life Quality and Moving Towards Socio-Culture and Socio-economic
Excellence and mission. They consist of government agencies, schools, higher
institutions of learning, non-government organizations and other private bodies and
agencies.
The Prime Ministers Office (PMO) through its Institute Perkhidmatan Awam (IPA Civil Service Institute) is responsible for organising various comprehensive training
programmes for officers and staffs of the public sector. Their main objective is to
enhance the quality and effectiveness of the employees in the civil service as well as
develop their physical and mental capabilities. The trainings provided falls under 3 key
competency areas: Self, Task, People. IPA provides annual training courses under 5
programs: Leadership, Management, Communication and Customer Service,
Organizational Development, and Info Communication Technology (IT). Aside from
annual training, IPA also conducts several public lectures and seminars annually that are
open to both the public and private sector. Currently, IPA employs 20 Training Officers
(5 Senior Training Officers, 9 Training Officers, 6 Assistant Training Officers) that
conduct and supervise training as well as provide consultancy services to Ministries and
Departments. Additionally, IPA invites officers from other Ministries and Departments to
provide training from time to time. External consultants are also called in to provide
specialized training.
In the area of health, a successful community based learning places and centres is the
Health Promotion Centre (HPC), under the Ministry of Health (MoH). HPC was
founded in 2008 to commemorate the 60 th birthday of His Majesty the Sultan. HPC is
responsible for the coordination and implementation of several structured programmes
such as the Healthy Lifestyle Clinic, Tobacco Free for Life Programme, Healthy
Workplace Programme, Healthy Restaurant and Supermarket Programmes as well as
outreach educational activities for schoolchildren, youth, women and the elderly. One of
its best practices and in demand among both government and private agencies is the
Healthy Lifestyle Programme; a lifestyle behavior modification and the practice of
healthy lifestyle such as eating a healthy diet and doing physical activities. The
programme has been running since 2009 and is targeted to those with a body mass index
of 30 and above. The programme aims to assist participants in losing about five to ten
percent of their total body weight. Depending on the needs or upon requests, the
programme may include screening and fitness assessment at baseline, multidisciplinary
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healthy lifestyle talks, supermarket tours, healthy cooking demos, exercises and sports
sessions. Additionally, there is a Memorandum of Agreement between MoH and Fitness
Zone, where Fitness Zone provides weekly physical activity session to boost the
effectiveness of the programme that aimed to combat obesity in the country. Each
session is two hours and involves a mixture of aerobics training, strength training as well
as flexibility training. The programme helps in supporting the Ministry of Health to
achieve Vision 2035: Together Towards a Healthy Nation.
In the area of spiritual education, MoRA offers various classes to promote the Muslim
communitys practice of Islamic values and teachings. Its programme include religious
adult classes under the Department of Islamic Studies, Fardu Ain and Aqeedah training
under the Islamic Dawah Centre and Department of Mosque Affairs and Al-Quran and
Muqaddam classes under the Department of Mosque Affairs and Department of Islamic
Studies. These classes are conducted at government departments, religious schools,
primary schools, mosques, hospitals, police and military bases. There is also a special
scheme class for Al-Quran readers for youth with potential to be groomed for the future
(Education for All 2015 National Review Report: Brunei Darussalam).
In the area of education, Politeknik Brunei (PB), UBD and IBTE CET also offer lifelong
learning opportunities. PB is a higher education institution under MoE Brunei that
officially opens its doors to students in 2012, offering Level 5 Diploma programmes as
full-time formal education with a minimum requirement of GCE O Level qualification
(and equivalent) or a TVET qualification (Level 4 Diploma or National Diploma and
equivalent). PB also offers equal opportunities to adult learners who may not necessarily
possess the minimum entry requirements but are able to demonstrate relevant past
achievement (former qualification or work experience) through Accreditation of Prior
Learning (APL). With vision to be a reputable polytechnic known for producing
innovative, skillful and marketable graduates, PB acknowledges the importance of
continuing education and lifelong learning to not only the students, but also for staff and
its alumni. Embedded within the curriculum and emphasizing blended teaching and
learning, the students are instilled with the much required 21 st century skills such as
critical thinking, communication skills and management. Both continuous and one-off
courses are offered throughout the school semester, as coordinated between multiple
departments in PB including Centre for Student Development & Innovation (CSDI) and
Student Affairs Department, ranging from Al-Quran guidance classes to leadership
courses. During semester break, Centre for Innovative Teaching & Learning offers
courses that focus on building skills such as CV writing and public speaking. The
Human Resource Department with collaborations with Quality Assurance Department
and Centre for Innovative Teaching & Learning, routinely plan non-formal or informal
training programmes such as in-house training, conferences, seminar, on-the-job as well
as off-the-job training for the administration staff, lecturers and educators. Examples of
these training incluses International Symposium on Teaching & Learning, Quality
Management System course and team-building courses. Schools within PB also offer
opportunities within staffs respective discipline such as the PB-Google Polymer
Workshop as offered by PB School of Information & Communication Technology. The
Alumni Relations Department with collaboration from Student Affairs Department,
regularly plan for entrepreneurial seminars and lecture such as Inspire Talk series with
PB distinguished or successful alumni. This is as a platform for the alumni to stay in
touch and enhance their employability skills and encourage them to be independent and
to dive into entrepreneurship.
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Established in 1985, UBD is the oldest and largest university in the country and it seeks
to produce creative and enterprising generation of learners who are guided by three
principles: innovation and entrepreneurship, industry-relevant skills, and a passion for
lifelong learning. Consequently, the Centre for Lifelong Learning (C3L) was established
to act as a hub where opportunities can be made available for learners to enhance their
skills and develop a passion for learning. C3L is an enabler for innovative approaches
towards continuing education, professional development and blended learning. C3L
offers a wide range of short courses and personalised learning programmes and these
study programmes are available on-campus, online or a blended learning approach to
learning. C3L also offer access courses to UBD that enables students to gain the
necessary qualifications for undergraduate programmes and graduate programmes. For
example the current access programmes include: Unibridge and Bridging English
Course. C3L also offers a professional development Diploma for teachers to support
career progression.
The Continuing Education and Training under the Institute of Brunei Technical
Education has been in existence since 1958. IBTE CET provides non-formal and
informal lifelong learning programmes based on the needs and demands of the public.
The three types of programmes provided by IBTE CET are (1) Academic Upgrading, (2)
Community-Based Programmes and (3) Technical programmes or courses. Academic
Upgrading programmes aimed to help the school dropouts or leavers or working adults
to upgrade their academic achievement. The programme includes GCE O Level and
A Level subjects as well as foreign languages. Meanwhile, Community-Based
Programmes are targeted for school dropouts or leavers, job-seekers, pensioners,
housewives and community as a whole. This programme offers knowledge and skills in
cooking and baking, sewing and embroidery, and handcrafts which may helps with the
economic prospect of the learners. IBTE CET also established a strong collaboration
with Village Consultative Council in the country by offering the suitable cooking and
tailored courses for their community. Lastly, the Technical Programmes or Courses
offers Bridging Programmes, City and Guilds Programmes as well as Fashion Design
and Textile Programmes. Basic Broiler Production Training Course, Adobe Photoshop,
Microsoft Excel, Basic Barrista Skills are few examples of part time technical short
skill-training courses promoted by IBTE CET that utilizes existing IBTE campus. Earlier
this year, IBTE CET revamped their short skill-training courses to line up with the
nations needs to equip both students and the wider community with employable
technical skills. In addition, IBTE CET also introduced new modular-credit short
courses courses that will have credits in which participants or students can accumulate
should they wish to pursue these courses in the full-time programme at institutions under
IBTE.
The Pusat Pembangunan Belia (PBB - Youth Development Centre) under the Ministry
of Culture, Youth and Sport (MoCYS) was established in 1996 to provide skill training
and self-development for out of school youth. The centre focuses on three components:
skills training, self-development and work placement, in order to produce highly skilled
and quality local workforce. The centre offers 10 certificate courses such as basic office
application; food preparation; food beverage service; basic plumbing; basic refrigeration
and air conditioning; fabrication, welding and pipe work; beauty therapy; and vehicle
repair. Since 1980, another centre, Pusat Bahagia has served 285 students with
disabilities by providing guidance and training through various programmes. From as
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early as 6 years old, a person with disability is enrolled in the Basic Orientation Training
Programme and will undergo regular assessment with the possibility of being promoted
to Vocational Training. In 2006, the Department of Community Development (DCD)
introduced a Self-Reliance Scheme. This micro-financing scheme is aimed at stimulating
a culture of self-reliance and self-sustainability among the target group of poor or needy
people by cultivating in them income-generating skills and entrepreneurial will power.
Since 1984, the Welfare Home Complex under DCD has been catering for individuals
who require protection and rehabilitation. These individuals continue their formal
education in schools outside the institution. The Children and Young Persons (Places of
Safety) Regulations, 2010, contain provisions that focus on living skills, educational and
vocational training and employment. The rehabilitation programme also incorporates
moral/religious and secular education; vocational training; social and recreational
activities; individual and group therapy as well as work attachment. MoCYS with
assistance from the IBTE CET also organises various community programmes such as
the Patriotic Programme and the National Service Scheme. The patriotic programme,
Belia Cinta Tanah Air, aims at inculcating patriotism among 15-25 years old whilst the
National Service Scheme (Program Khidmat Bakti Negara, PKBN) endeavours to
develop youths as members of society who are caring, disciplined, visionary, pious and
have the will to support the realisation of Wawasan Brunei 2035 (Education for All 2015
National Review Report: Brunei Darussalam).
The Brunei Arts and Handicrafts Training Centre also runs programmes for young
people in order to revive the almost disappearing arts and handicrafts of master
craftsmen and women such as weaving; silver-smithing; woodcarving; brass-smithing;
basketry and songkok making.
For private sectors, Royal Brunei Airlines (RB) support and encourage the lifelong
learning for its entire employee within the company. Within RB, Training and
Development Section is looking after the developmental training for the entire company
and each department have their own functional trainers. There are 4 categories of
training programmes which can be conducted either in-house or overseas namely: 1)
Functional training - It is a specialized training depending on the specific requirements
of the job and is applicable for all staff. This begins with staff Orientation, 2)
Developmental training - It involves the soft skills training which prepares employees
for their job and enhance overall potential for career development, 3) Continuing
Education Programmes (CEP) - CEP is introduced to enable employee to pursue
qualifications at tertiary or professional level, and 4) RB Scholarship Scheme for Cadet
Pilot and Engineering Apprentice - These schemes are organized with the support of
Ministry of Education.
Currently, there are 3 NGOs that offers training for youth in Brunei Darussalam are
Brunei Darussalam AIDS Council (BDAC), LiveWIRE and iCentre (Education for All
2015 National Review Report: Brunei Darussalam). The total number of Brunei
residents with HIV/AIDS accounts for less than 0.1% of the total population (Brunei
Darussalam UNAIDS, UNGASS Country Progress Report, 2010). LESTARI is a BDAC
programme that teaches our youth various life skills in interactive and youth-friendly
settings. LESTARI has reached out to 310 graduates, many of whom are now working as
young professionals or continuing their studies. In addition, BDAC has the Penyinar
Club that spreads awareness among youth on HIV/AIDS-related matters for HIV &
AIDS prevention. LiveWIRE Brunei is Brunei Shell sponsored community programme
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which trains and mentors Bruneian youths to become future entrepreneurs, its activities
include Bright Ideas; BSOM (Become a Successful Owner Manager); Business
Dialogues/Seminar; Business Plan Award; Business Counselling and Leadership Camp.
iCentre is the first Info-Communication Technology incubator in Brunei Darussalam,
headed by the Brunei Economic Development Board, the iCentre nurtures and develops
entrepreneurs in the ICT Arena.
Conclusion
There is no clear definition and demarcation of formal, non-formal and informal lifelong
learning in Brunei Darussalam. This was one of the issues that arise during the
workshop in analysing and categorizing the programmes. Having a national policy
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specifically on lifelong learning with clear definition and purposes will be very
beneficial to push forwand the lifelong learning agenda in Brunei Darussalam.
From this report, it is evident that there are, in fact many lifelong learning opportunities
for the young people and those undergoing their working-life journey are offered at
various agencies or organisation. However, theres opportunities are scattered and not
centrally coordinated ad would benefit from better publicity and made known to
relevant stakeholders. There are definitely good examples of successful initiatives from
the case studies shared.
Perhaps from the national point of view, there is also a need to quantify nationally the
percentage of the national population attending lifelong learning and to set a national
strategy to ensure the population can contribute positively to the development of the
nation. With a lot of agencies and organisations citing financial support and subsidies as
a challenge, perhaps there is a need to review some of the lifelong learning programmes
to ensure alignment to the national agenda ensuring greater impact they bring towards
the society.
One of the ways forward is to learn from other countires and adopt best practices and
perhaps foster collaborattion and leverage on each other strength among different
ASEAN members to ensure all countries can progress with the lifelong learning agenda.
References
Bandial, Q. (2016, March 29). 5% cut in MoE budget allocation. The Brunei Times.
Retrieved from http://www.bt.com.bn/
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Brunei Darussalam UNAIDS, UNGASS Country Progress Report, 2010. Retrieved from
http://www.aidsdatahub.org/en/country-profiles/brunei-darussalam
Department of Technical Education. (2009). Continuing Education Division.
Education for All 2015 National Review Report: Brunei Darussalam.
IBTE Ignite Edition 02, July
https://ibte.edu.bn/newsletter/2/ignite02.pdf
December
2015.
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from
Ministry of Culture, Youth and Sports. (2007). Guidelines for the Establishment of Child
Care Centres.
Ministry of Culture, Youth and Sports. (2009). Pusat Pembangunan Belia.
Ministry of Education. (2012). The Ministry of Education Strategic Plan 2012-2017.
Ministry of Education, Brunei Darussalam.
Ministry of Education (2013). The National Education System for the 21 st Century:
SPN21 (Revised ed.). Ministry of Education, Brunei Darussalam.
Thien, R. (2016, March 22). LegCo passes $5.6b budget. The Brunei Times. Retrieved
from http://www.bt.com.bn/
Transformation Technical and Vocational Education White Paper, Institute of Brunei
Technical Education (IBTE) , Ministry of Education
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The Research and Statistics Division (RSD), under IBTE, MoE Brunei, in collaboration
with SHBIE, UBD were appointed as the internal working group to conduct the country
research and to prepare the country report.
The internal working committees consists of:
RSD, IBTE
1. Dr Chin Wei Keh
2. Hajah Norhakimah Hj Mohd Nor
3. Norazlina Othman
4. Dr Syazana Ebil
5. Marlinawati Hj Ahmad
6. Herrawaty Hj Tajaah
7. Dr Raimie Hebriyah Hj Ibrahim
8. Siti Mulsinah binti Haji Matussin
SHBIE, UBD
1. Dr Shamsiah Zuraini Kancanawati binti Hj Tajuddin
2. Dr Hjh Rosmawijah binti Hj Jawawi
3. Dr Hjh Sallimah binti Hj Mohd Salleh
4. Dr Jainatul Halida binti Hj Jaidin
5. Dr Adeline Goh
6. Dr Rozaiman bin Makmun
7. Dr Hjh Nor Zaiham Midawati binti Hj Abdullah
8. Dyg Juraidah binti Hj Musa
9. Awg Aliamat bin Omar Ali
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