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1.0 Introduction
Brunei Darussalam is an independent Islamic Sultanate located in the northern part of
Borneo in Southeast Asia. It is an oil rich country with a land area of 5,765 square kilometers
that shares its borders with the Malaysian state of Sarawak. The capital, Bandar Seri
Begawan, is located in a district known as Brunei-Muara, one of the four districts that make
up Brunei Darussalam (the other districts are Tutong, Belait and Temburong). According to
the 2001 population census, Brunei Darussalam has a population of about 332,844,
comprising 66.7% Malays, 11.1% Chinese, and 22.2% other races.
Brunei Darussalam only regained full independence in 1984, its history has often been
incorporated into the histories of Malaysia and Singapore as a marginal British colony in
South East Asia. The result is that Brunei is often mentioned to the more significant
developments elsewhere in the region. However, Brunei has made significant achievements
of its own since 1984 but is presently experiencing difficulty in developing the non-oil and
gas sector of the economy. For some years, the government has embarked on an ambitious
economic diversification programme in an attempt to render the country less dependent on oil
and gas revenues and foreign labour.
However, despite the priority placed on TVE, many graduates do not actively seek
work in commercial or industrial enterprises, which the government finds troublesome. Out
of a total of 4838 graduates since 1985, only 1372 are presently working in private and public
sector jobs for which they have been trained. Three hundred and forty four students continue
their studies abroad while the remaining 3122 are not working at all. Each year, Brunei
produces on average a total of 400 graduates in various technical-vocational fields, but only
35% have permanent jobs. Currently there are about 88 359 people employed in the private
sector but only 19 642 (22%) are Brunei citizens. As one official put it, “without the active
participation of locally trained citizens, the nation will not be able to realize its vision to
become a service, trade and tourism hub in the region”.
The recent Asian financial crisis has only added to the Brunei government’s
problems. The pace of diversification has slowed due to substantial cuts in public spending.
The Brunei Investment Agency (BIA) which controls most of the state’s assets is thought to
have lost almost 40% of its value during 1998. Many of BIA’s investments were locked into
longterm securities in the region. Since Brunei is a net importer of almost all goods, including
40% of machinery and transport equipment, 28% of manufactured items, and 13% of food, its
inflation performance is influenced significantly by import prices. The Brunei dollar, which is
pegged to the Singapore dollar, fell by 9.7% from June to November 1997 (Economist,
1997). Investor confidence has not fully returned to South East Asian markets at the time of
writing.
Despite the different meanings the term development carries, in a wealthy country
like Brunei, development is officially treated as synonymous with economic growth on the
one hand, and national unity on the other. As an Islamic state, great care is taken to ensure
that economic priorities do not outweigh religious/moral considerations. Brunei’s
development trajectory since statehood in 1984 is that of a petro or rentier state dominated by
the oil and gas sector and a huge public sector. The result has been uneven development and
limited state capacity to diversify the economic base.
2.0 Economics Issues and Interaction with TVE in Brunei
Examining the nature of the rentier economy may enhance an understanding of the
ambiguous status of TVE in Brunei. The rentier state concept, or the notion that states based
upon external sources of income are substantially different from states based on domestic
taxation, was first proposed with reference to Middle East countries such as Iran and Libya
although the concept itself can be found in early Marxist and neo-classical economic theory.
With reference to Brunei, it was claims that as recipients of substantial foreign rents,
the economy is extroverted in the sense that the key industry export of oil and gas effectively
dominates and retards potential production in other sectors of the local economy. In fact, the
historically poor performance of the small manufacturing and industrial sectors in Brunei
suggests that these sectors have contributed little to the GNP since independence in 1984
(Economist, 1997). In rentier states generally, the government (or public sector) becomes the
major employer in the economy. Potentially productive sectors, such as agriculture, tourism
and heavy manufacturing, are left relatively undeveloped and often remain untouched beyond
that worked by foreign interests. In addition, rentier states tend to foster an inverted pyramid
of social classes. A middle class not engaged in directly productive sectors emerges which
some analysts maintain has the effect of widening income and social inequalities in the
society as a whole. Further explanation is provided by Gunn (1993) who writes, “in rentier
economies there is no nexus between production and income distribution since revenues
accrue directly to the government not through any production process but from oil taxes
which come from outside the country”.
Thus rentier states differ structurally from other states in the advanced industrialized
and developing countries, particularly agricultural or manufacturing exporters, whose
products are not depletable or necessarily state-owned or strategically important, as capital
intensive, or as foreign, dominated as petroleum. Petro states also differ, albeit to a lesser
extent, from tin, copper, and other mineral exporters, which share many of these properties
but differ with regard to the magnitude and duration of their extraordinary rents. The
disjunction, so to speak, between TVE and the rentier economy may be related in part to the
way in which the rentier economy influences public policy and bureaucratic decision-making.
Karl (1997) suggests that the steady influx of petro dollars hinders the search for
independence from oil rents and contributes to a rentier mentality.
Hence the covariance of weak states with oil rents which tend to transform social and
political structures in such a way that formidable barriers to change are created. These
barriers lock countries into the initial choice of a rentier development path. They effectively
distort the public sector by expanding jurisdiction and undermining authority precisely when
the challenges facing the state require it to be the most cohesive. When the international price
of oil and gas declines, as it has recently, petro states are particularly vulnerable due to the
inexperience of the bureaucracy in planning, organizing and implementing policies in other
sectors. Also, when oil revenues fall, sometimes the state’s extraction costs rise dramatically
because the authorities find it difficult to exploit new revenue sources with the efficacy
required to offset lost revenues.
Therefore, the Brunei government’s quest to redirect the economy away from
dependence on oil and gas revenues by enhancing the stock of human capital will likely
remain unachievable until such time as the private sector begins to develop. In addition, the
emphasis on human capital formation in public policy tends to be overshadowed by the
powerful and constraining influence of Brunei cultural values and religion on economic
activity directly opposite to the experience of Singapore where Confucianist values, a strong
state and the need for ethnic harmony have combined to produce steady economic growth and
national prosperity.
3.0 Education Policy
The earliest draft on education policy was introduced in the First National
Development Plan (1954-1959). It laid down the basic foundation for the infrastructure of
Brunei’s education system. An important provision was six years of free education in Malay
schools for Brunei children aged 6-14 years.
In 1959, the Brunei government commissioned two education consultants Aminuddin
Baki and Paul Chang, to conduct a systematic and comprehensive review on the development
and progress of education in Brunei. It resulted in a series of recommendations for change in
the education system. In 1970, an education commission was set up with the mandate to
evaluate the 1962 Aminuddin Baki and Paul Chang Report, and formulate policies and plans
to raise education standards in Brunei. The commission came up with the 1972 Education
Commission Report which was approved as a document. The report became the focal point
for future system-wide education reforms. Among its provisions was the extension of free
education from six years to nine years in all Brunei schools: six years of primary education,
followed by another three years of lower secondary education. Ten years later, in 1982, a
review committee was appointed to evaluate the education provisions in the 1972 Education
Commission Report.
Brunei achieved full independence in January 1984. The historic event provided the
impetus for the acceleration of reforms and development in all aspects of education. In an
effort to streamline the Malay medium and English medium schooling systems, and to ensure
that learners attain a high level of proficiency in both Malay and English, the Bilingual
Education Policy was formulated in 1984 and implemented in 1985. With its implementation,
all government schools followed a single system with a common national curriculum from
pre-school until pre-university. The policy was later extended to private schools (except
International Schools) in 1992.
In 1993, the 9-Year Education Policy was replaced with the 12-Year Education
Policy. Every student was provided with 12 years of education: seven years in pre-school and
primary, three years in lower secondary, and two years in upper secondary or
vocational/technical education. In 2003, the new Education Order was inaugurated. It aimed
to achieve a status of an effective, efficient and equitable system of education that was both
consonant with the national philosophy of Malay Islamic Monarchy or Melayu Islam Beraja
(MIB), as well as the needs of a modern, technological and ICT era. In 2007, the Compulsory
Education Order 2007 was enacted. The order mandated that every Brunei child residing in
this country “above the age of six years who has not yet attained the age of 15 years” receives
compulsory education for at least nine years.
In 1997, the Inclusive Education Policy was implemented. It makes provision for
pupils with special educational needs to attend mainstream schools. These pupils are assisted
and guided by Special Education Needs Assistants (SENA), previously known as Learning
Assistant Teachers (LAT) who worked in close partnership with their class teachers.
Education in Brunei has come a long way since 1912, with the onset of formal education. The
success of educational policy changes through those years was seen in Brunei’s progressive
improvements in its literacy rates.
3.1 Structure of Education System
The first school in Brunei was a Malay medium primary school, which was
established in 1912. This was followed by the building of similar schools in other parts of the
country. In 1916, the first Chinese vernacular school was established followed by the
establishment of the first non-government English medium primary school in 1931 in Seria.
By the time the Second World War broke out in 1941, there were 32 primary schools,
comprising a mixture of Malay, Chinese and English vernacular types.
Before the War, only primary education was available in Brunei. There were no
secondary schools. With the establishment of the Education Department by the government
in 1951, the first government preparatory school that taught in both Malay as well as English
medium was set up in 1952. English medium preparatory pupils, who graduated in 1953,
were able to proceed to secondary education with the establishment of the first English
medium secondary school the same year. Secondary education in the Malay medium was not
available in the country then. It was only in 1966 that Malay medium secondary education
became available in Brunei, with the establishment of the first Malay secondary school or
Sekolah Menengah Melayu Pertama (SMMP).
The First National Development Plan (1954-1959) laid the foundation for the basic
structure of the education system in Brunei. The education pattern was 6-3-2. It represented
six years of primary education, three years of lower secondary and two years of upper
secondary. The 1972 Education Commission Report provided the basis for initiating further
changes and development of the structure. With the adoption of the report in 1979, pre-school
became compulsory for all children at the age of five years before they could enrol in Primary
1.
When the Bilingual Education Policy was implemented in 1985, a more
comprehensive education pattern of 7-3-2-2 evolved. Education provision was made for
seven years at primary level (including pre-school); three years at lower secondary; two years
at upper secondary; and two years at pre-university, post-secondary training, or
vocational/technical education. Several higher educational institutions were established to
provide for post-secondary and tertiary education.
They are University of Brunei Darussalam (UBD) in 1985, Institute of Technology
Brunei (ITB) in 1986, technical and engineering Colleges, vocational schools, and Pengiran
Anak Puteri Rashidah Sa’adatul Bolkiah College of Nursing in 1986. To meet the ever
increasing demand for vocational/technical and higher education, new institutions were
established, for example Wasan Vocational School in 2005, and University of Sultan Sharif
Ali Islamic (UNISSA) in 2007. The establishment of a polytechnic is also in the pipeline.
To ensure that pupils progressed smoothly through the different levels in the
mainstream schooling, and to lower attrition rate, criteria for pupil retention were set up. In
the early 1960s, retention of pupils was based on performance in school and public
examinations. Those who failed could repeat only once at each level, for all levels of
schooling. However, a more restricted new ruling on retention was later introduced in 1969,
whereby pupils were allowed to repeat only once at specific levels: Primary 4 and 6 (Malay
stream), English Preparatory 3 (English stream), Secondary 3 and 5, and Upper 6. In 1976,
the criteria were extended to include school attendance, whereby pupils with less than 85%
attendance were not allowed to sit for public examinations.
In an effort to encourage pupils to stay longer in the schooling system, at least up to
upper secondary (to reduce attrition rate), the Ministry of Education introduced the Extended
Secondary Programme or Program Menengah Lanjutan in 1989. In this programme, lower
secondary students who obtained Grades 1 and 2 in their Brunei Junior Certificate of
Education (BJCE) examination could proceed to upper secondary and sit for the Brunei
Cambridge GCE ‘O’ Level (BC GCE `O’) examination after two years. However, those who
obtained Grade 3 in the BJCE examination were given an extra year (three years) to prepare
for the same public examination.
For the latter group of students, the education pattern was modified to 7-3-3-2.
Unfortunately, the intentions of the Extended Secondary Programme were not fully realised,
nor was the programme well received. It was later phased out and replaced with the Brunei
Cambridge GCE `N’ Level (BC GCE `N’) programme in 1996. With the institutionalisation
of the BC GCE `N’, the education pattern was further differentiated into 7-3-2-1-2: seven
years of preschool and primary, three years of lower secondary, two years of upper secondary
BC GCE ‘N’, and another one year of upper secondary leading to BC GCE ‘O’. However,
after eight years of implementation, and upon evaluation, the ‘N’ level too was found
unsuitable for Brunei’s context, and was withdrawn in 2005.
At the lower secondary level, an early intervention programme that enabled students
to proceed directly through the vocational/technical route, instead of the mainstream
schooling, was implemented in 2005. The Lower Secondary Level ll programme catered to a
minority group of students who were expected to benefit from early vocational/technical
training. These “practically-oriented” students were channelled to the 2-year programme
known as Program Menengah Vocational (PMV). It consists of six months in the preliminary
Stage 1, and 18 months in Stage 2, and led to either the National Vocational Certificate
(NVC) or the National Technical Certificate 3 (NTC3).
When formal schools were first established, pupils tended to leave the schooling system early
to look for jobs.
During that period, the highest level of schooling was only primary, for example
Primary 5 in 1938 and Primary 6 in the 1950s. However, the situation improved in the 1960s
and 1970s, whereby most of the school leavers completed their Form 3 examination (either
Lower Certificate of Examination or Brunei Junior Certificate of Education). In the 1980s
and 1990s, many school leavers completed their upper secondary education. The fact that
pupils were staying longer in the schooling system was largely attributed to the ministry’s
persistent effort to improve and develop its education system so that pupils were encouraged
to stay longer in the schooling system, and parents became more aware of the importance of
education.
4.0 The Department of Technical Education
The Departmen of Technical Education (DTE) which was established in January 1993
under the Ministry of Education (MOE) is the major provider of technical and vocational
education and adult continuing education programmes in Brunei Darussalam.
The provision of adult and continuing education has been existence in Brunei since
1958 when the Language & Literacy Bureau initiated classes with the objective to eradicate
illiteracy amongst adult. In the 1960’s, the Adult Education Classes operated under the
Department of Education and in 1993, were finally transferred to come under the DTE.
Whilst the primary objective remains the same, over the years the emphasis has shifted
greatly towards the improvement of general education, the acquisition of technical and
vocational knowledge and skills in order to have provision of enrichment programmes as part
of the lifelong learning for the general public in Brunei Darussalam.
4.1 Provision, Participation and Achievement
The Department of Technical Education, Ministry of Education is the major provider
of adult learning and education in Brunei Darussalam. The Continuing Education Section
under DTE have its own motto which is “it is never too late to learn” , coordinates all the
ALE in the country for the MOE. The section plays a vital role in upgrading the knowledge,
skills, attitude/values and standard of living of the people in the country through the provision
and implementation of non-formal educational opportunities and programs oriented to society
needs.
In addition to its main function, the Continuing Education Section also provides
assistance in various community programs that are conducted by the special institutions
namely the Pulaie Pusat Bahagia for Children and Adults, Pusat Bahagia Eric Goh, and
Taman Noorhidayah.
This section has been successful in assisting a large number of students and members of the
public to achieve higher academic and vocational qualifications in area such as Lower
Secondary Examinations, GCE O and A Levels, Quran Reading, foreign language such as
Arabic, Japanese, Mandarin, French and Korean, songkok making, dressesmaking,
embroidery, hand weaving, flower making and arrangement and cookery.
Overall, there are 41 learning centres nationwide which are located mainly at the
selected government primary and secondary schools as well as at the Continuing Education
building, with 38 part time appointed supervisors and 172 teachers to administer and handle
the continuing education classes. The programmes/courses conducted and the nominal fees
incurred are as shown in Figure 1 below.
In addition to these programmes/courses, some short courses such as Basic Food
Hygiene and Nutrition, Job Getting Skills, Pre Departure Cooking Classes, Basic Telephone
Techniques and Basic Housekeeping are conducted by the Continuing Education Section of
the Department of Technical Education. Figure 2.
Figure 1 : Continuing Education ; Academic and Skills classes and fees
Figure 2 : Short Courses Conducted by the Continuing Education Section
5.0 TVE in Brunei Darussalam
The link between human resource development and economic diversification in
Brunei was first highlighted in the Sixth National Development Plan 1991–1995. High
priority was placed on the need to refine and expand TVE in tandem with the skill/training
requirements of the industrial and commercial sectors that were still in a relatively
undeveloped state. During this period, the Department of Technical and Vocational
Education was formed within the Ministry of Education. Nowadays, TVE comprises two
types of institutions vocational schools, and technical colleges.
Vocational schools are intended to train young adults for employment, including
apprenticeship training. They offer a comprehensive range of programmes in a modularized
format in such areas as Building and Construction, Electrical and Electronics, Business and
Secretarial. Successful completion of these programmes leads to the nationally recognized
Trade Certificates. The technical colleges offer a wider variety of career, technical and
vocational programmes for students entering directly from the formal schools or older adults
requiring upgrading and re-training. In addition, many government ministries operate their
own “in-house” training and education programmes.
The earliest technical-vocational school was established in 1970 as an engineering
craft trade school. Since then, most of the expansion in TVE has taken place in the 1980s. By
1995, the two types of institutions had a combined enrollment of approximately 2500
students. Plans to build two more technical colleges in 1999 have been put on hold due to the
recent economic downturn.
In addition, Brunei is home to the South East Asian Ministries of Education
Organization (SEAMEO) Regional Centre for Vocational and Technical Education
(VOCTECH Regional Centre) established in 1990. The purpose of the VOCTECH Regional
Centre is to coordinate, plan and implement training, exchanges, research and information
sharing within South East Asia. The expansion of TVE reflects the Brunei government’s
ongoing commitment to a system of integrated national training facilities with strong links to
industry, commerce and particularly to the Shell Oil Company. A special feature of the oil
industry in Brunei is the privatized character of ownership and operational control of the oil
industry.
Since 1913 the Shell Group of companies has dominated the search and extraction of
Brunei’s oil and gas reserves. Thus to a certain extent, it would not be unreasonable to state
that the training and employment needs of Shell have influenced but certainly not dominated
TVE practice and policy in Brunei. In 1991, the Brunei Darussalam Technical and Vocational
Education Council was formed. As an accreditation, monitoring and standard-setting agency,
the Council has performed a much-needed coordinating and administrative function. The
MOE through the Council attempts to coordinate and link education and training standards to
the present and future needs of industry.
To this end, the MOE has relied primarily on a competency based approach to
instruction the intent of which is to maintain a flexible approach to meeting the changing
needs of clients and employers. From their inception, the technical colleges and vocational
schools have proven reasonably adept at delivering a wide range of subjects and programmes
to students on both a full-time and part time basis. However, enrolments remain persistently
low while the number of teaching staff remains high (approximately 500) reflecting a
student/teacher of about 5:1. Presumably, the underutilization of TVE cannot be rectified
until more Bruneians are willing to undertake training, or, until the government makes greater
progress in diversifying the economy.
5.1 Technical and Vocational Schools and Centre
Brunei has many education and training institutions that offer a wide range of full-
time programmes at certificate level) for the technically inclined. In 2003, 1,063 students
registered for Higher National Diploma and certificate courses while 3,878 registered for the
National Diploma courses.The number of teaching staff at the various Vocational and
Technical institutions for 2004 is 830, out of whom 342 or 41% are female. Expatriate
teachers constitute 19% of the total TVE teaching staff.
The following shows the centres offering TVE courses :
Nakhoda Ragam Vocational School
› Trade level programmes offered include Bricklaying and Concreting,
Carpentry and Joinery, Electrical, Electronics, Furniture and Cabinet Making,
Painting and Decorating, Plumbing, Pipefitting, Dressmaking and Tailoring.
The Mechanical Training Centre
› Programmes offered are operation, maintenance and repair of heavy
construction equipment.
Sultanah Bolkiah Vocational School
› Programmes offered are Clerical Studies (Account Clerk, Computer Clerk,
and General Office Clerk), Dressmaking and Tailoring, Machining, Motor
Vehicle Mechanic, Refrigeration and Air-Conditioning, Vehicle Body
Engineering, Welding and Fabrication.
Sultan Saiful Rijal Technical College
› The National Diploma courses offered include Aircraft Engineering,
Automotive Engineering, Business & Finance, Computer Studies,
Construction, Electronic & Communication Engineering, Electrical and
Electronic Engineering, Property Management, Secretarial Studies,
Geomatics, Hotel & Catering Management, Travel & Tourism Services and
Library Management. The college also offers Pre-National Diploma courses
and Trade Level Programmes.
› In 1996, there was a joint apprenticeship program between Royal Brunei
Catering Sdn Bhd and the college, which resulted in over 41 graduates.
› In 1999, another apprenticeship training program in professional Cookery and
Service produced an additional seven graduates.
The Jefri Bolkiah College of Engineering
› Courses offered are Pre-National Diploma and National Diploma programmes
in fields such as Automotive Engineering, Computer Studies and Electrical &
Electronic Engineering.
› Other National Diploma courses include Marine Engineering, Manufacturing
Engineering, Plant Engineering, Refrigeration and Air-conditioning, Building
Services Engineering, Welding & Fabrication Engineering and
Instrumentation and Control Engineering.
Institut Teknologi Brunei
› Higher National Diploma courses offered include Business & Finance,
Computer Studies and Electrical and Electronic Engineering.
› Since relocating its campus adjacent to Universiti Brunei Darussalam in 1998,
the institute has introduced new courses and expanded existing HND courses
to included Civil and Mechanical Engineering, Communication and Computer
Systems Engineering, and Electrical Power and Building Services
Engineering.
› A Bachelor's Degree in Civil Engineering under a twinning arrangement with
the Queens University of Belfast (QUB) is another course of study offered by
the Civil Engineering Department.
Brunei Arts and Handicraft Training Centre
› Managed by the Ministry of Culture, Youth and Sports, this centre offers
courses in silver and brass smithing, woodcarving, cloth weaving, basketry,
songkok-making and engraving.
› Currently, 90 students are studying at the centre including 43 in weaving, 17
in silver smithing, 10 in engraving, two in brass-smithing and 18 in songkok-
making.
6.0 Future Stratergies for TVE in Brunei
Brunei Darussalam is planning to strengthen its technical and vocational education
system by increasing the number of institutions providing training, expanding the range of
courses on offer and establishing exchange programmes with neighbouring countries.
Over the past decade, the base of Brunei Darussalams economy has become more
diversified, with less dependence on energy production, both as a result of the states long-
term policy of developing downstream industries in the hydrocarbons sector and via the
reinforcing of non-oil-and-gas.
Schemes such as the Brunei Methanol Company's $450 million production facility at
Sungai Liang industrial park which commenced production last year along with other projects
still in the pipeline, require trained personnel at all levels of their development, from the
initial planning process through construction to the final operational stage.
As Brunei Darussalam's economy expands, new and existing industries exploring new
technologies are increasingly in need of more skilled personnel. While demand for skilled
workers is growing, some observers say that vocational aspects of the education system are
not keeping up.
On January 28 2012, Ibrahim Hj Abdul Rahman, Brunei Darussalams acting director
of schools, announced that the Ministry of Education (MoE) was considering ways of
ensuring more students can obtain technical or vocational training to improve their chances of
gaining employment. With a limit on the number of students the existing seven technical and
vocational institutions can accept, the ministry was looking at establishing new training
colleges, according to Ibrahim.
He announced the plan at a regional education conference as part of a presentation on
Brunei Darussalams long-term plan for the development of the school system, the National
Education System for the 21st Century (SPN21).
According to Ibrahim, one of the focuses of SPN21 will be bolstering the vocational
and technical education system so that it better meets the needs of both students and the
national economy. Students at the secondary school level who may not be suited to university
will be encouraged to undertake technical or vocational studies, he said.
In the past, technical and vocational subjects were seen as second choice as opposed
to academic subjects, but not anymore, said Ibrahim.
The MoE is already working to increase the infrastructure for its professional training
programmes, with construction beginning in late 2010 on a new $23million extension to the
Institut Teknologi Brunei (ITB). When completed in 2012, blocks for petrochemicals and
civil engineering, a mechanical engineering centre, lecture theatres and computer labs will all
have been added.
Due to current restrictions, ITB can only induct 10 new students for its petroleum
engineering degree programme and a further 10 for the chemical engineering course
annually, well short of the number of graduates needed in the local labour market. With the
increased capacity provided by the extensions, the institute will be able to graduate at least 40
students from its petrochemicals programme, rising to 60 by 2018.
7.0 Conclusion
Under the National Vision 2035, Brunei hoped that will be recognised everywhere for
the accomplishment of its well-educated and highly skilled people in terms of the quality of
life and the dynamic and sustainable economy.Today, the Continuing Education Section
under DTE with his motto “it is necer too late to learn” coordinates all the Adult Learning
and Education (ALE) foe MOE.
The Ministry of Education of Brunei Darussalam is committed in producing human
capital with knowledge, skills and competencies to meet the changing economic conditions
and economies of the 21st century. The MOE will continue to support the development and
imlementation of education and learning programmes which allow for learning throughout
life in a variety context. This will include at all level of education from pre-school through to
tertiary and extending to adult education and learning in the country.
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