DAY 10 AFTERNOON
11TH MARCH 2024 - AFTERNOON
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Yang Berhormat Yang Di-Pertua
In the name of Allah, the Most Gracious, the Most Merciful, praise be to Allah, Lord of the Worlds, and prayers and peace be upon you, O Messenger of Allah, and upon your family and companions. Your Honourable Members, the State Legislative Council is still debating the Bill (2024) Supply, 2024/2025, proposed by Yang Berhormat Menteri di Jabatan Perdana Menteri dan Menteri Kewangan dan Ekonomi II.
Therefore, to allow us to examine the topics within the Bill one by one smoothly and orderly, I adjourn the Council's proceedings and we will reconvene at the Committee stage.
(The Council was adjourned)
(Meeting resumes as Committee)
Yang Berhormat Pengerusi
In the name of Allah, the Most Gracious, the Most Merciful. Your Honourable Members, the council is now in session at the Committee stage to fully consider the Bill (2024) Supply, 2024/2025, for examination one by one.
In the Committee Meeting held this morning, we have finished approving the Budget for the Ministry of Finance and Economy and its departments.
We will now move on to the next topics.
Yang Mulia Jurutulis
Topics SF01A to SF06A for the Ministry of Education.
Yang Berhormat Pengerusi
Your Honourable Members, we will now move on to the topic under the Budget for the Ministry of Education.
Before I open this topic under the ministry for debate, I invite Yang Berhormat Menteri Pendidikan to present his introduction regarding the planning and direction of the ministry as well as explanations and statements regarding the budget provision for the Ministry of Education for the Financial Year 2024/2025. With that, I invite Yang Berhormat Menteri Pendidikan.
Yang Berhormat Menteri Pendidikan
Thank you, Yang Berhormat Pengerusi. In the name of Allah, the Most Gracious, the Most Merciful, all praise to Allah, Lord of the Worlds, and prayers and peace be upon our Prophet Muhammad and his family and companions. Peace be upon you and Allah’s mercy and blessings, Yang Berhormat Pengerusi and Your Honourable Members.
Peramba/Kaola would first like to express the utmost appreciation and gratitude to Yang Berhormat Pengerusi for giving peramba the opportunity to deliver the introduction to share the main focus of the Ministry of Education for the Financial Year 2024/2025.
Yang Berhormat Pengerusi and Your Honourable Members. The Financial Year 2023/2024 has seen some significant changes and progress in the education sector in line with the country's needs, especially in producing quality and relevant skilled human capital to drive the country's economy while continuing efforts to address global challenges that also impact the commitment and role of the Ministry of Education.
With the permission of God, every challenge faced has opened up opportunities for improvements in the ability of the Ministry of Education to be on par with other countries in providing a more sustainable, resilient, and responsive educational ecosystem to global factors including health crises and the rapid progress of industry and technology.
Therefore, as a step to further enhance planning covering all aspects and levels of education to remain directed, the Ministry of Education Strategic Plan (2023-2027) has focused on 3 main objectives:-
Fostering future-ready students. This aims to improve students' skills and abilities to navigate a constantly changing future and contribute as active members of society;
Enhancing an innovative education ecosystem. The Ministry of Education will continue efforts to ensure robust and relevant educational practices and processes that create new solutions; and
Building human capital resources. The Ministry of Education will continue to increase human resource capacity by providing professional training based on high ethical standards.
Yang Berhormat Pengerusi and Your Honourable Members. The Ministry of Education and its departments extend the highest gratitude to the Government under His Majesty Kebawah Duli Yang Maha Mulia Paduka Seri Baginda Sultan dan Yang Di-Pertuan Negara Brunei Darussalam, for the trust and support in providing a total allocation of $810,383,636 for the Financial Year 2024/2025 expenditure.
Out of the total allocation under the Ministry of Education and its departments, $549,176,850 or 68% is allocated for staff emoluments for 12,580 teaching and non-teaching positions.
Meanwhile, $221,997,500 or 27% is for Recurrent Expenditure. For Development Expenditure, it is as much as $39,209,286 or 5%.
Undoubtedly, this significant allocation demonstrates Brunei Darussalam's continuous commitment through the Ministry of Education to generate high-quality human resources in line with Goal 1 of Wawasan Brunei 2035, which is "To Produce Well-Educated, Highly Skilled and Successful People".
In the name of Allah, the Most Gracious, the Most Merciful, peramba/Kaola and the entire Ministry of Education will utilize it with full trust according to priorities and impact effectiveness to support the Budget Theme for the Financial Year 2024/2025, "United in Building a More Prosperous Future," especially focusing on the development of dynamic and visionary human capital to meet the expectations of various stakeholders.
Yang Berhormat Pengerusi and Your Honourable Members.
The determination and commitment of the Ministry of Education can be seen through the priority areas that span all levels and aspects of education throughout the previous Financial Year 2023/2024, among others such as:-
Implementing the Mandatory Education Act amendment related to the mandatory schooling age from 6 years to 5 years as Brunei Darussalam's commitment to early childhood education provision;
The establishment of the first special school that began operations in January 2024, specifically to accommodate high-needs special education students;
The implementation of the integration of religious subjects from Pre-Grade to Grade 3 into the General Education System starting 1 November 2023, involving students aged between 7 to 10 years, i.e., students in Year 2 to Year 5 of the General Education System;
Strengthening STEAM Education and Skills. Among them by upgrading Art and Technology subjects within the STEAM components as part of core subjects, especially for students in General and Applied Middle Programme Year 9 to 11;
Review of literacy and numeracy standards, curriculum alignment to standards and production of Malay language literacy standards and other standards;
Pilot implementation of the Student Character Program (PSP) on 18 schools. It aims to produce holistic and competent students in 4 PSP components, namely Physical, Spiritual, Service and Creativity;
Launch of the B.E.S.T program acronym for Help, Empathy, Love, Responsibility aiming as an effort to prevent bullying from occurring in educational places, especially by providing understanding and awareness to educational institution members about the threats and effects of bullying;
Continuous upgrading of IT network infrastructure including the provision of high-capacity broadband internet services and more comprehensive Wi-Fi access in primary, secondary schools, colleges, and sixth-form centers;
Provision of TVET Scheme starting in 2023 as a joint effort of the Ministry of Education and Manpower Planning and Employment Council (MPEC) to selected students who achieved 3 'O' Level credits or below for further studies;
The Ministry of Education in collaboration with the industry has provided standards and guidelines named Brunei National Occupational Skill Standards (BNOSS). So far six standards have been adopted by the workforce, employers, and training centers in the energy sector and nine standards in the hospitality and tourism sector;
Enhancing capacity development for teaching and non-teaching staff;
Preparation of the Higher Education Quality Assurance Framework to enhance the capacity of Higher Education Institutions (HEIs);
Reviewing the existing Education Act in the preparation and drafting of the Higher Education Act for a more organized, systematic, and relevant regulation of the higher education sector; and
Signing Memorandums of Understanding (MoUs) in the field of education with foreign countries aimed to strengthen bilateral relationships between local and international institutions.
Yang Berhormat Pengerusi and Your Honourable Members,
Praise be to Allah, the investment of the Government of His Majesty Sultan and Yang Di-Pertuan of Brunei Darussalam in the education sector has yielded the following results and achievements:
Brunei Darussalam's achievements in the Program for International Students Assessment (PISA) for the year 2022 have shown a significant improvement from PISA 2018. Among the ASEAN countries participating, Brunei Darussalam is one of the top three countries in all PISA domains for the year 2022.
The scores for Brunei Darussalam in all three domains are 442 for Mathematics, 429 for Reading and 446 for Science. This is a significant increase compared to the PISA 2018 results, with an increase of 12 points in Mathematics, 21 points in Reading, and 15 points in Science;
The Primary School Assessment (PSR) for 2023 showed a significant increase of 15% compared to the achievement in 2022. As many as 61.3% or 2,110 candidates successfully achieved grades A to C in all 5 core subjects;
For the Brunei-Cambridge GCE 'O' Level and IGCSE examinations, 41.11% or 1,687 candidates achieved at least 5 O'Level credits in 2023. There is a slight decrease, by 2.04% compared to 2022. However, this achievement still shows a consistent trend over the past ten years;
For the Brunei-Cambridge GCE 'A' level examination, 68.03% or 1,032 candidates achieved at least 3 'A' levels in 2023. This performance shows a percentage decrease compared to 2022. However, the number of candidates achieving at least 1 'A' level Grade A to C increased from 920 in 2002 to 990 in 2023.
Meanwhile, the number of candidates achieving at least 1 'A' level Grade A to E increased from 1,320 in 2022 to 1,430 in 2023. This increase indicates that more students have the potential to further their education to the next level this year;
The employment rate 6 months after graduation among graduates from public and private Technical and Higher Education Institutions showed an increase to 76% in 2022 compared to 67.8% in 2021. This is the result of the cooperation between the Ministry of Education, the MPEC, and the industry, to attract students to programs relevant to the local industry's employment needs;
The Employer Satisfaction Survey (ESS) among graduates from Technical Education Institutions and public and private HEIs in 2021 showed an encouraging rate of 80.6%; and
Universiti Brunei Darussalam (UBD) and Universiti Teknologi Brunei (UTB) are ranked 387th and 525th respectively in the QS World University Rankings under the new standards for 2024. Meanwhile, Universiti Islam Sultan Sharif Ali for the first time is ranked 74th in the QS Asian University Ranking - South Eastern Asia for 2024.
Yang Berhormat Pengerusi and Your Honourable Members. Despite all the achievements kaola/I have shared earlier, there are still efforts that need to be undertaken by the Ministry of Education to continue achieving excellence in providing a high-quality education system.
In this regard, kaola/I am pleased to share some initiatives that will be implemented in the Fiscal Year 2024/2025 to support the three strategic goals of the Ministry of Education.
For goal 1, fostering Future-Ready Learners, projects to be implemented are:-
Strengthening the quality and software of the curriculum in line with international standards;
Continuous monitoring of student competency levels through a systematic and comprehensive assessment system;
Strengthening the STEAM Education and Skills (SES) Program, through the formation of the STEAM Competency Framework and the Provision of SES Implementation Guidelines for years 2 to 5;
Diversifying more courses and skill enhancement programs at public and private technical and higher education institutions;
Strengthening and continuing collaboration with the industry sector to form and offer programs relevant to industry needs;
Continuous monitoring of graduate quality through studies such as the Graduate Employment Survey and Employer Satisfaction Survey as well as the Cohort Tracking Project; and
Implementing initiatives to strengthen the character of future-ready students to be more resilient in facing challenges and global issues while maintaining the Bruneian identity, Malay Islam Monarchy (MIB) with values of religion, culture, citizenship, and patriotism.
For goal 2, enhancing the innovative education ecosystem, projects to be implemented in the fiscal year 2024/2025 include:-
Provision of the Digital Citizenship Framework and Handbook for School Community as well as developing Digital Literacy standards to increase and develop students' skills in the field of technology;
Enhancing the infrastructure and digital ecosystem in education institutions including the implementation of smart classrooms on a pilot basis in 15 government primary and secondary schools to provide a more interactive and innovative learning experience;
Continuing the development of digital teaching and learning materials through the Digital Resource Management System (DRMS) and MoE TV as well as the use of the Learning Management System (LMS) on a pilot basis in several primary, secondary, colleges, and sixth form centres;
Continuing the reinforcement of technology-based teaching and learning methods to provide a more dynamic and innovative learning experience. Among them are the implementation of the renaissance reading and numeracy learning program in selected schools, the implementation of technology-based assessment to assess student progression through student learning survey or (SLS), blended learning, and so on;
Upgrading the application system for entry to Higher Education Institutions centrally by forming a Central Admission System (CAS);
Gradually developing a centralized system known as School Enterprise Resource Planning System for the management and monitoring of student, teacher, and education institution information, including data analytics to assist the Ministry of Education in formulating related policies;
Upgrading IT network infrastructure in schools to expand Wi-Fi access in school areas;
Implementing a reviewed curriculum for English and Mathematics subjects on a pilot basis. In addition, conducting a curriculum review and alignment process as well as literacy standards for Malay Language, Science, Digital Literacy, and other subjects on a phased basis;
Continuing the implementation of the Integrated Curriculum (InC) on a pilot basis for lower primary subjects and the preparation of the framework and teaching materials for InC for Year 2 and Year 3;
Preparing a Framework and Curriculum book for special education for primary and secondary education;
Reviewing the Brunei Darussalam Qualification Framework (BDQF) to ensure its relevance by updating qualifications to be recognized such as recognition of prior learning, micro-credentials, and so on;
Enhancing school infrastructure through additions and improvements to school building infrastructure;
Conducting continuous studies to ensure the initiatives proposed by the Ministry of Education are aligned with the strategic direction of the Ministry of Education and Brunei Vision 2035; and
Continuing stakeholder engagement efforts with local and regional institutions and organizations.
Further projects to be implemented in the Fiscal Year 2024/2025 related to Goal 3, Building Human Capital, include:-
Strengthening the selection and recruitment process for new teaching staff through the Apprentice Program and a more planned replacement process based on human resource projection, needs, and skills;
Updating and implementing specialized competency frameworks for non-teaching staff;
Phasing in an online system to conduct specialized competency assessments using the MoE Employee and Services Hub (MESH);
Implementing a pilot phase for the use of the Educators Management System (EMS) for twelve (12) schools before being expanded to all primary and secondary schools, colleges, and sixth form centres.
The reorganisation and restructuring of the Master of Teaching (MTeach) program at the Sultan Hassanal Bolkiah Institute of Education (SHBIE), UBD to improve the curriculum content to ensure that this program is on par with international quality, standards, and best practices;
Developing a Higher Education Leadership Competency Framework to ensure high-caliber and high-potential leaders for higher education as part of the Succession Planning Program; and
Implementing the Manpower Auditing and Planning project to plan workforce resources, in an effort to increase human resource capacity to be sufficient and well-planned.
Yang Berhormat Pengerusi and Your Honourable Members, in the name of God, the Most Gracious, the Most Merciful, the initiatives planned and implemented are not only to achieve the vision of the Ministry of Education but also symbolize the commitment of the Nation of Brunei Darussalam in providing "Education for all" in terms of access to quality education, in line with the Sustainable Development Goals (SDG) at the global level.
In the name of God the Most Gracious, the Most Merciful, the achievements and implementation of initiatives at all levels and aspects of education would not have been possible without the support, partnership, and cooperation from all parties, especially educators, leaders of educational institutions, parents and guardians, members of the Ministry of Education and the community. The Ministry of Education greatly appreciates the ongoing support that has been given.
Therefore, Kaola hope that the Your Honourable Members of the Council will be able to provide strategic views and suggestions to help kaola/me in carrying out the responsibilities of the Ministry of Education transparently and with integrity.
Moreover, the Ministry of Education will also provide complete cooperation and support for other Government initiatives towards achieving the Vision of Brunei 2035.
Yang Berhormat Pengerusi and Your Honourable Members, In the name of God, the Most Gracious, the Most Merciful, There is no power and no strength except with Allah, the High, the Great,
Trusting in God, Kaola/me hope that all the efforts of the Ministry of Education will bring the Nation of Brunei Darussalam closer to the targets of the Vision of Brunei 2035, especially the first goal, which is an educated, highly skilled, and successful population. The best there can be. The best.
That is all and kaola would like to express my utmost thanks to Yang Berhormat Pengerusi for giving me the opportunity to present this introductory speech.
Thank you, And with Allah's guidance and success, peace be upon you and God's mercy and blessings.
Yang Berhormat Pengerusi
Thank you Yang Berhormat Minister of Education for clearly outlining the direction and priorities in the preparation of the Ministry of Education Budget for the Financial Year 2024/2025.
Therefore, I now open titles SF01A to SF06A for discussion. I have quite a long list of Your Honourable Members who wish to participate in the discussion of the Ministry of Education's Budget.
As usual, I will give the floor to the Your Honourable Members who have been appointed to pose questions followed by answers or responses from the Yang Berhormat Minister of Education. If necessary, the Yang Berhormat Minister of Education may take time to answer the questions at a suitable time if further information is needed from his Ministry.
I now invite Yang Berhormat Awang Abdul Aziz bin Haji Hamdan to start the discussion.
Yang Berhormat Awang Abdul Aziz bin Haji Hamdan
In the name of God, the Most Gracious, the Most Merciful, Yang Berhormat Pengerusi and Your Honourable Members.
Alhamdulillah, on this occasion, kaola would like to first record my appreciation and thanks for the introductory speech by Yang Berhormat Datin Seri Setia Dr. Dayang Hajah Siti Romaiizah binti Haji Md. Salleh, Minister of Education regarding the strategic planning and direction of the Ministry towards improving the quality of education in the Nation of Brunei Darussalam.
Kaola would like to touch upon technology in education in the Nation of Brunei Darussalam. Based on current developments, technology plays a significant role, especially in daily life and work culture. This includes the country's education sector in providing equitable quality education from 21st-century knowledge and skills and enhancing human resource competencies towards work and future readiness. The Digital Transformation Plan (DTP) of the Ministry of Education 2023 to 2027 emphasizes three focus areas: educational technology, technology management, and enabling policies and infrastructure.
What are the efforts that have been and will be undertaken by the Ministry of Education to ensure capacity and readiness in terms of digital infrastructure, facilities, and human resources mindset, including teachers and school leaders?
What are the Ministry of Education's initiatives to maintain the best practices of technology use in teaching and learning post-pandemic? Additionally, touching on educational technology, this framework introduces several major educational technology projects, including:
- The Learning Management System (LMS);
- The Digital Resource Management System (DRMS);
- The Ministry of Education TV (MOE TV);
- Smart Classrooms; and
- Blended Learning.
What is the progress of the mentioned projects to date? Have these projects been benchmarked with the best practices implemented by high-quality education systems at the regional and international levels, such as the Republic of Singapore, Finland, and Australia? And to what extent have they been successful, impacting students as intended?
In efforts to ensure continuous learning during the COVID 19 pandemic, the Ministry of Education, in cooperation with the Ministry of Finance and Economy and related agencies, has implemented several initiatives such as the Device Donation Drive - providing devices to students in need for online teaching and learning sessions.
Special assistance was given to teachers and students of the Skim Miftaahun Najaah (SMN) for online teaching during home-based learning in the form of device assistance and 10GB data starting in October and November 2021.
To what extent have these aids helped in implementing the Ministry of Education's initiatives under the technology field towards generating an innovative Education ecosystem?
Lastly, in efforts to drive education in technology, what are the Ministry of Education's plans to increase the use of e-textbooks and e-books to reduce the burden of school bags on students? I seek clarification from Yang Berhormat Minister of Education on this matter.
Thank you, And with Allah's guidance and success, peace be upon you and God's mercy and blessings.
Yang Berhormat Minister of Education
Thank you Yang Berhormat Awang Abdul Aziz bin Haji Hamdan. There are 4 questions, the first question is about technology and 21st-century skills.
What efforts have been and will be made by the Ministry of Education regarding its implementation in ensuring readiness or capability readiness, facilities, and infrastructure?
To ensure capability or capability and school readiness in terms of digital infrastructure as well as connectivity and devices, the Ministry of Education through the Information Technology and Communication Department has actually provided a laptop to each teacher at the Ministry of Education and also the Ministry of Religious Affairs. And all schools have also been provided with internet connection facilities including in remote schools like the Dato Maharaja Setia Dian Sukang Primary School and Melilas Primary School.
In addition, the Ministry of Education has also provided laptops to underprivileged students. As of February 2024, all desktops or PCs in all schools have actually been replaced with laptops.
Regarding the human resources mindset including teachers and school leaders. The Brunei Darussalam Academic Leadership and Teaching Staff or BDLTA together with the Education Technology Centre have provided continuous training to enhance the capacity and mindset of teachers and school leaders in skills and technology use through ongoing training managed together by BDLTA and the Education Technology Centre. Among them are Smart Classroom Use Workshops for involved schools and also training sessions on the implementation of blended learning in teaching and learning sessions.
The second question concerns the development of the projects mentioned, namely Learning Management System (LMS), DRMS, MoE TV, Smart Classroom, Blended Learning. The development of these projects regarding the LMS is being carried out in phases and is now in the preparation and supply phase. Meanwhile, the Digital Resource Management System (DRMS) was launched on May 3, 2023, and as of now, DRMS has contained 187 digital educational resources, namely 24 digital resources for preschool, 21 for lower primary, 31 for upper primary, and 18 for secondary schools. As of February 5, 2024, DRMS has also received 2,364 visits to the platform since it began operations.
As for MoE TV, it has so far contained a total of 379 videos, including 32 preschool videos, 248 primary level videos, and 13 secondary level videos, among others. The Smart Classroom, so far, includes 15 schools and 1 Smart Classroom in BDLTA, and those 15 schools consist of 6 sixth form centres, 4 secondary schools, 5 primary schools, and as I have mentioned earlier, 1 Smart Classroom at BDLTA.
Regarding blended learning, it is an initiative together with the Department of Schools to implement this initiative across the country. Through this collaboration, technology is actively used in the teaching and learning process to ensure that technology usage is part of teacher’s teaching practice.
Regarding benchmarking with best practices, in the effort of the Ministry of Education to ensure ICT projects are aligned with best practices, the Ministry of Education has conducted working visits to neighboring countries to learn more about their respective digital planning and implementation.
Moreover, the Ministry of Education, through the Curriculum Development Department, has involved consultants in developing and reviewing the standards for numeracy, literacy, and science literacy to ensure the current curriculum such as Mathematics, English, and Science are reviewed referencing the curriculum from regional countries like the Republic of Singapore, Hong Kong, Estonia, Australia, Finland, which have been previously mentioned by Your Honourable and are indeed high performing as benchmarks.
The third question, on Device Donation Drive and also special assistance during COVID-19. Devices from the Donation Drive distributed during COVID are still used by students for school programs as previously conveyed during blended learning, read theory, and the Renaissance Program, and the most recent in STEAM.
The Renaissance Program involves 31 schools, 7 secondary and also 24 primary schools, and the number of students participating is as many as 4,504. For your information, the total devices received through Donation Drive in 2021 amounted to 1,181, and the devices that were damaged and could not be used numbered 102, and as of February 2024, as many as 1,079 are in good condition and still in use.
Regarding e-books, as of now, publishing school textbooks is printed in cooperation with selected private publishers. Before the usage of e-textbooks or e-books can be implemented, several factors need to be considered, such as copyright issues in the publication of school textbooks, issues of handling storage security of school device equipment, and also access issues like internet.
The Ministry of Education will review clauses in those contracts taking into account the importance and necessity of digital books in assisting students, reducing the burden of carrying school bags. Thank you, Yang Berhormat Pengerusi.
Yang Berhormat Pengerusi
Thank you, Yang Berhormat Minister of Education. I now invite Yang Berhormat Awang Haji Mohamad Danial@Tekpin
Yang Berhormat Awang Haji Mohamad Danial @ Tekpin bin Ya'akub
Peace be upon you, Yang Berhormat Pengerusi and Your Honourable Members.
Alhamdulillah, kaola do not forget to express gratitude to Yang Berhormat Minister of Education for the comprehensive introduction with further efforts towards enhancing the quality and standard of national education to achieve balance, by the will of Allah.
As per the decree of His Majesty the Sultan and Yang Di-Pertuan of Brunei Darussalam during the 39th National Day celebration regarding the importance of broadening STEAM skills, which stands for Science, Technology, Engineering, Arts, and Mathematics, and it as a catalyst for development.
His Majesty the Sultan and Yang Di-Pertuan of Brunei Darussalam introduced engineering technology arts as part of STEAM subjects to be one of the core elective subjects during the 33rd Teacher's Day celebration in 2023. To uphold this decree, what are the initiatives of the Ministry of Education to expand and enhance STEAM education and skills, especially for primary and secondary school students and higher education?
Moreover, in the effort of enhancing STEAM education within the regular curriculum, what other initiatives support the implementation of STEAM? Furthermore, STEAM education plays an important role in preparing students for the challenges and opportunities of the 21st century, the 6C’s - Communication, Creativity, Critical Thinking, Collaboration, Citizenship, and Character - equipping them with the knowledge and skills required for future-ready planning.
How can the Ministry of Education ensure that initiatives implemented can enhance the 6C's competency of students? The Ministry of Education has been actively cooperating and collaborating with the implementation of activities, programs, and competitions with relevant parties, especially external agencies like AiTT for the Coding with Smart Devices for Schools 2023 Pilot Project and Seria Energy Lab with the Seria Energy Lab (SEL) Nxplorers Young Innovators 2024 program.
Does the Ministry of Education plan to expand networking with external parties, especially developed countries in the education system like Finland, Estonia, and Singapore?
As we know, entrepreneurship is an important component to support the economic diversification of our country. In this regard, what initiatives have been undertaken by the Ministry of Education, especially higher education institutions to support this initiative?
Furthermore, kaola want to discuss the disposal and destruction machines used by the Department of Disposal, Ministry of Education. The system for disposal and destruction machines involving incineration has not yet been allocated to date. The Department of Disposal under the Ministry of Education still relies on using the burner system at UNISSA. The use of this burner system significantly harms the surrounding environment.
Therefore, kaola suggest that the use of this process involving incineration be reduced more effectively involving the incineration process for the volume of waste in disposal bins such as books, papers, compact discs, and others. Speaking of this, kaola suggest that the use of the disposal system involving incineration can be implemented with a more effective incinerator machine.
Using the incinerator machine can reduce waste volume according to the World Bank, the global waste volume is estimated to increase by up to 70% by 2050. With this incinerator machine, we can reduce the disposal waste volume that must be thrown into the final disposal site, TPA.
Kaola's question:
Does the Ministry of Education consider or want to own the incinerator machine to facilitate safer and more secure disposal processes? Currently, this machine is the only one in Brunei and is owned by the Ministry of Health for this process.
That's all from kaola. Seeking enlightenment from Yang Berhormat Minister about it. Thank you, and may Allah grant us success and guidance. Peace be upon you and Allah's mercy and blessings.
Yang Berhormat Minister of Education
Thank you, Yang Berhormat Awang Haji Mohamad Danial @ Tekpin bin Ya'akub. There are five questions and one suggestion.
Regarding STEAM (Science, Technology, Engineering, Arts, and Mathematics). What are the efforts and initiatives of the Ministry of Education in further broadening the STEAM skills, especially for primary and secondary students as well as higher education?
The education and skills program for STEAM or simply known as SES is implemented in 3 methods, STEAM within the curriculum, STEAM across the curriculum, and STEAM across co-curriculum. What is meant by STEAM within the curriculum? It involves policy updates and subject distribution at the secondary level where arts and technology become core subjects. Meanwhile, STEAM across the curriculum involves the application of the Six Cs skills, namely critical thinking, creative thinking, communication, collaboration, character, and also citizenship.
Actually, these Six Cs skills can be developed through various teaching methods. That’s why teachers are provided with professional development to further develop or provide them with the foundations of new methodologies in teaching so that these 21st-century skills can be developed.
STEAM across co-curricular activities is the application of education and STEAM skills through activities beyond the classroom. This directly addresses the second question regarding STEAM activities. Apart from the curriculum, what else needs to be done? If I'm not mistaken, that was a question from Yang Berhormat.
Indeed, the Ministry of Education also manages programs or activities related to education and STEAM skills outside curriculum hours, whether at school or ministry level through the Science Technology Environmental Partnership (STEP) Center, Entrepreneur Innovation Center (EIC), Smart Intelligent and Talented Education Development Center (EDGE), Curriculum Development Department, and Co-Curricular Education Department. Actually, there are many more activities conducted by these units or departments, like the Iconic STEPs Program which includes workshops and STEAM training exercises conducted by the STEP Center, Celik-Biz and BigStart programs showcased by the Entrepreneur Innovation Center, Coding with Smart Devices for Schools projects, national level competitions, STEAM Outreach Program and Green School Initiative and Gardening in schools.
Regarding the enhancement of competencies or skills of the Six Cs. As I have mentioned before, mastering these skills can be expanded through diverse learning methodologies.
Additionally, the Ministry of Education through the STEP Center is currently working on preparing an instrument to assess 21st-century competency skills using a STEAM Competency Rubric. Meaning, once we have the rubric, إِنْ شَاءَ ٱللَّٰهُ, teachers will refer to this rubric to evaluate what skills or level of Six Cs skills can be mastered by children.
One of the most effective learning methods is enquiry base learning or inquiry-based learning. Like question and answer sessions in the classroom, and so on. So, all those with a good methodology of teaching and learning, إِنْ شَاءَ ٱللَّٰهُ, children can master these skills.
Expanding the network of cooperation. Apart from collaborating with local agencies, the Ministry of Education is also collaborating with international organizations, including the ASEAN-Japan Young Environmental Leaders Network, SEAMEO Young Scientists Camp organized by National University Singapore and Temasek Foundations. The cooperation network between the Ministry of Education and these international organizations aims to ensure that the education programs including STEAM implemented in this country are in line with international practices and standards.
Through this cooperation, it is hoped that it could enhance the knowledge and skills of educators and students through knowledge exchange and provide opportunities for access to educational resources.
Regarding entrepreneurship and initiatives conducted, especially in higher education. UBD has introduced the Entrepreneurship Blueprint as a strategic plan to strengthen the entrepreneurship ecosystem at UBD, and for graduates interested in starting a business, they can attend entrepreneurship clinics at UBD to understand and learn how to start a business. UNISSA, on the other hand, carries out initiatives like alumni entrepreneurship bazaar. Private IPTs such as Laksamana College of Business (LCB) guide their graduates to start businesses and connect them with corporate companies or partners through the incubation center at their institutions.
Micronet International College also offers entrepreneurship programs. Besides that, the Ministry of Education through the Entrepreneur Innovation Center (EIC) also works closely with partners such as Shell LiveWIRE, DARe, and others to offer various training programs, activities, and entrepreneurship competitions such as MasterClass, LiveWIRE Brunei Business Awards, and so on.
Regarding waste disposal machinery. Indeed, the Ministry of Education does not yet have its own incinerator, and 'we' collaborate with other ministries to share its use. Is there any planning for the Ministry of Education to own this incinerator? إِنْ شَاءَ ٱللَّهُ this matter will be taken back to the Ministry of Education for consideration, a good proposal, thank you.
Yang Berhormat Pengerusi
Thank you, Yang Berhormat Minister of Education. I would like to comment, we are fortunate because our Yang Berhormat Minister of Education is a professional educationist. Thus, the questions posed seem to cover certain areas in education that can be calmly answered.
I hope the following questions 'perhaps' will be more less professional. So, without further ado, I now invite Yang Berhormat Haji Awang Sulaiman bin Haji Nasir.
Yang Berhormat Haji Awang Sulaiman bin Haji Nasir
Thank you, Yang Berhormat Pengerusi. بسم الله الرحمن الرحيم وَبِهِ نَسْتَعِينُ عَلَىٰ أُمُورِنَا وَوَرِزْقِنَا أَحْمَدُهُ kaola take this opportunity to express congratulations and thanks for the preamble delivered by Yang Berhormat Minister of Education towards realizing the mission and vision for the 2024/2025 Budget and hoping that whatever is planned can be implemented successfully.
Referring to the UNISSA website in July 2022, Yang Berhormat Minister of Education officiated the Doa Selamat Ceremony to commence the land and infrastructure projects of the permanent UNISSA campus located in Kampung Piasau-Piasau, Mukim Labu, Daerah Temburong.
The land and infrastructure project of the permanent UNISSA campus started on May 7, 2022, and is expected to be completed by May 6, 2024. The project spans 24 months over a 310-hectare site area. Kaola would like to know the progress and also the status of this project?
Moreover, during the First Meeting of the 19th Session of the State Legislative Council last year, Yang Berhormat Dato Seri Setia Dr. Awang Haji Mohd. Amin Liew bin Abdullah, Minister at the Prime Minister's Office and Minister of Finance and Economy II, announced towards strengthening educational access facilities.
The total allocation amounted to $19.8 million with the Plan Price of $195.4 million under the National Development Plan (RKN-11) will continue to be provided for the provision of infrastructure for lower, middle, and religious schools as well as higher education institutions. This includes infrastructure provision for the Sultan Sharif Ali Islamic University (UNISSA) campus in Daerah Temburong and the permanent Polytechnic campus in Ikas, Bandung. Kaola would like to know what is the status of the permanent Polytechnic campus in Ikas, Bandung?
As we know, entrepreneurship is an important component to support the diversification of our country's economy. Therefore, what initiatives have been conducted by the Ministry of Education, especially higher education institutions, to support this initiative?
Lastly, with many graduates graduating each year from higher education institutions, kaola would like to know if the Ministry of Education has conducted surveys on their whereabouts, whether they are employed or otherwise? Please enlighten us, Yang Berhormat Minister.
Thank you, بِسْمِ اللهِ الرَّحْمٰنِ الرَّحِيْمِ. السلام عليكم ورحمة الله وبركاته
Yang Berhormat Pengerusi
I think for the UNISSA construction project, perhaps Yang Berhormat knows more than Yang Berhormat Minister of Education himself because I believe Yang Berhormat Haji Awang Sulaiman bin Haji Nasir definitely could go there every day to see the development being implemented within the construction site of this project.
Perhaps Yang Berhormat Minister of Education would like to give an answer. Please, Yang Berhormat.
Yang Berhormat Menteri Pendidikan
Thank you, Yang Berhormat Haji Awang Sulaiman bin Haji Nasir. Firstly, regarding the development and current status of the permanent UNISSA campus.
The permanent UNISSA campus development project in Kampung Piasau-Piasau, Daerah Temburong is currently underway, and at this time it involves land and infrastructure works which were originally scheduled to be completed by May 2024, 2 months from now.
However, there have been unforeseen issues, particularly the ground conditions containing mud stone that could not be detected earlier and also unhelpful weather conditions have caused delays to the land and infrastructure works. As a result, the physical progress, the land works as of December 31, 2023, has only reached 31.3%.
Based on the current development of the project as of now, due to this slight delay, the permanent UNISSA campus is expected to be completed by mid-2026. Whereas, the permanent Politeknic campus in Ikas Bandung, actually the new permanent Politeknic campus site will be located in Kampung Madaras, Mukim Gadong 'A'. Where is Kampung Madaras? It's close to Universiti Teknologi Brunei (UTB) next to it and why it moved from Ikas Bandung, it's because the estimated development cost at the Kampung Ikas site in Tutong was very high in terms of infrastructure works, drainage, sewerage, construction, expansion of the access road to the site, water supply, electricity, and so forth.
It incurs a substantial cost; hence it moved from Ikas Bandung, Tutong to Kampung Madaras. The current status of the land is still in the process of site gazetting and إِنْ شَاءَ اللّهُ the Ministry of Education will apply for early entry to allow the execution of feasibility study or soil investigation and also topographical survey can be carried out.
Thirdly, entrepreneurship, I believe I have answered this question during the question from Yang Berhormat Awang Haji Mohamad Danial @ Tekpin bin Ya'akub earlier regarding higher education initiatives that already included UBD's blueprint, LCB, Micronet, etc., which have been answered earlier.
The fourth question regarding the graduate survey, where they are now, whether they have found employment or otherwise. The Ministry of Education through the Higher Education Department does conduct an annual survey, the graduate employment survey (GES), which identifies the employment status of graduates from public and private Technical and Higher Education Institutions six months after completing their studies.
To date, the Higher Education Department has conducted three studies for the Cohort 2019, 2020, and also Cohort 2021. In summary, for the Cohort 2019, there are 66.4% who have found employment, Cohort 2020 67.8% and Cohort 2021 76%. This data shows an increase in the number of employed graduates from Cohort 2019 to 2020 and also 2021. اَلْحَمْدُلِلّهِ That's all, Yang Berhormat Pengerusi.
Yang Berhormat Pengerusi
For your information, Ikas Bandung has no connection with Bandung in Indonesia, thus the confusion about which Bandung - whether Indonesia or else, but Ikas Bandung is in Brunei.
I now invite Yang Berhormat Awang Haji Md. Salleh bin Haji Othman.
Yang Berhormat Awang Haji Md. Salleh bin Haji Othman
Thank you, Yang Berhormat Pengerusi.
بِسْمِ الله الرَّحْمٰنِ الرَّحِيْمِ اَلْحَمْدُ لِلّٰهِ رَبِّ الْعٰلَمِيْنَ وَالصَّلٰوةُ وَالسَّلَامُ عَلَىٰ سَيِّدِنَا مُحَمَّدٍ وَعَلَىٰ اٰلِهِ وَصَحْبِهِ اَجْمَعِيْنَ
Yang Berhormat Pengerusi and Your Honourable Members. Firstly, kaola would like to express gratitude to Yang Berhormat Menteri Pendidikan for the excellent and informative preamble and the direction of the Ministry of Education towards managing the expenditure of the 2024/2025 Budget. In caring for the affairs and well-being of students and learners, kaola would like to present some questions about it:
Following the PISA 2018 report and several reports by local newspapers and social media about bullying incidents among students in schools. What actions have been taken by the Ministry of Education to address this issue and are there recent reports on bullying in schools since the PISA report? Since the introduction of Bantuan Keperluan Sekolah Tahuan (BKPT) aimed at providing assistance to needy students in 2022, there are still complaints and reports from parents and guardians about the delay in the outcome of their applications, with some recipients only receiving their purchase vouchers after January. In this issue, perhaps Yang Berhormat Datin could share why this is happening?; and
Regarding the allowance for overseas scholarship students, taking into account the cost of living in developed countries like Australia, United Kingdom, and Ireland have increased. Is the Ministry of Education intending to review the allowance rates received by scholarship students in these countries?
Finally, kaola has been informed that the PISA (Programmed for International Student Assessment) results for 2022 have been announced, and congratulations are extended to the Ministry of Education for the encouraging achievements.
In this regard, seeing the increase, what are the strategies of the Ministry of Education for PISA 2025? Seeking enlightenment from Yang Berhormat Menteri Pendidikan about it.
That's all,
وَبِالَّتَوْفِيقِ وَالهِدَايَةِ. وَالسِّلَامُ عَلَيْكُمْ وَرَحْمَةُ اللّٰهِ وَبَرَكَاتُهُ
Yang Berhormat Menteri Pendidikan
Thank you, Yang Berhormat Awang Haji Md. Salleh bin Haji Othman. There are four questions, the first one is about the bullying issue. Actually, this bullying issue was shared in last year's council, and from there, various activities or initiatives have been carried out by the Ministry of Education to combat this bullying phenomenon.
Among the programs or activities conducted include, as I have shared earlier in the preamble, the BEST Program, Empathize, Love, and Responsibility, and also the launch of a model guidance book for addressing bullying at the school level, there is also the SINAR program (Stability Integrity Nationalism Accountability and Spirituality), it is a collaboration with government agencies together with school counselors.
It provides early exposure to students about bullying behavior so they are not easily influenced by character-damaging actions and also affecting their academic performance. Awareness programs are also carried out, parenting programs aimed so that parents and guardians are always supervising and being aware of their children's whereabouts and with whom their children are associating.
There was a decrease in percentage terms, I have it in my book but if I come across it later I'll inform, there's been a decrease from 2018 to 2022.
Moving on to the next question. Regarding BKPT, regarding why there are delays in processing. BKPT applications were opened in May 2023, for annual reception, May 2023 to September 2023 and until January 22, 2024, the students who have received coupons for the year 2024 are as many as 3,999, and actually, there are 1,211 more who have yet to receive their coupons. Perhaps this is what Yang Berhormat Awang Haji Md. Salleh bin Haji Othman meant by 'they' have not received it yet.
But actually, these are still under investigation because there are sequence processes that need to be carried out by the team or work processes of BKPT that need to be executed such as investigation processes, verification processes, and so on. So, there are 1,211 more still under investigation. إن شاء الله if 'they' qualify, they will be given the coupon.
Taking the opportunity a little, this morning Yang Berhormat Awang Lau How Teck made a suggestion regarding the use of coupons or vouchers to encourage spending within the country. أَكْتُبُ BKPT coupons are given to selected tenders to be spent in stores within the country. So, thank you also for the suggestion by Yang Berhormat Awang Lau How Teck earlier.
The third question, regarding overseas allowances. Actually, the allowance rate, especially in the United Kingdom and Ireland, has been increased on January 1, 2019, and for other countries like Australia, New Zealand, the United States, Singapore, France, Canada, and also Germany, it started on April 1, 2019. So, it's been some time since it was reviewed.
However, at this time, the Ministry of Education through Education Attachés abroad such as in the United Kingdom, in Australia is actively collecting information and conducting surveys about the cost of living taking into account the current situation and if necessary, the Ministry of Education will review the allowance rate again to ensure the welfare of students is not affected.
The fourth question, initiatives that will be made in preparation for PISA 2025. 'We' have seen an improvement from 2018. When 'we' got the 2018 results, 'we' looked at where 'we' were lacking then we compare our initiative with initiatives of countries above 'us'. So, there 'we' have used those initiatives and 'we' implemented them in schools and أكْفَلَ it has yielded results for 2022. Actually, this is what 'we' are looking for, these formulas 'we' test, we improve and so on.
Since it has brought results, hence for PISA 2025 إِنْ شَاءَ اللّٰهُ 'we' will use the same approach by improving upon whatever can be improved but indeed 'we' are on the right track Insya'allah.
I have received here data on the decrease of bullying cases in 2018, 69%, and in 2022 56% there has been a decrease at least once felt bullied in a year. That's all, Yang Berhormat Pengerusi.
Yang Berhormat Pengerusi
Thank you, Yang Berhormat Menteri Pendidikan. I now invite Yang Berhormat Menteri Kesihatan to make an intervention at this time.
Yang Berhormat Menteri Kesihatan
Thank you, Yang Berhormat Pengerusi.
بِسْمِ اللهِ الرَّحْمٰنِ الرَّحِيْمِ السَّلاَمُ عَلَيْكُمْ وَرَحْمَةُ اللهِ وَبَرَكَاتُهُ
Kaola here would just like to add regarding the bullying issue. So, the Ministry of Health through the Health Promotion Centre has established the Bully-Free Program together with the Ministry of Education for the prevention and management of bullying in schools.
Considering the results of the survey, several main steps have been identified to enhance school students' knowledge about bullying issues and consequently prevent it from occurring in schools.
Among them is the need to diversify methods of conveying information about bullying to students as well as teachers in schools and the community. Aligning knowledge about bullying with early education is essential, where the Bully-Free topic should be incorporated into the national education curriculum as early as year 4, and bully-free programs will be rolled out through school outreach and community outreach programs across the country.
Therefore, it should also be noted here that the issue of bullying not only concerns the bullied but also the bullies themselves. Thus, these poor social behavior at home or through online and so on. Thus, efforts for bullying should also include the promotion of good parenting at home and it needs a multi-agency approach, what we call a whole nation approach to solve the problem. That's all, thank you, Yang Berhormat Pengerusi.
Yang Berhormat Pengerusi
Thank you, Yang Berhormat Menteri Kesihatan. Indeed, both need to be counseled. I think the bullies need more counseling. Because usually, the bullies are unstable. That's why they take the opportunity to try out their strength or power on someone they perceive to be weaker than them. From a psychological standpoint, they may be weaker than the person they bully.
Anyway, I now also want to give a little about the question from Yang Berhormat Awang Haji Md. Salleh bin Haji Othman regarding PISA, I think possibly because we are competing with other states, I did not hear Yang Berhormat Menteri Pendidikan state to Yang Berhormat Awang Haji Md. Salleh bin Haji Othman that this is a trade secret and we cannot reveal it to the public and if our secrets are exposed because we are competing with other states to determine our position in the coming years.
Yang Berhormat Pengerusi
I now invite Yang Berhormat Awang Mohammad bin Abdullah @ Lim Swee Ann.
Yang Berhormat Awang Mohammad bin Abdullah @ Lim Swee Ann
In the name of Allah, the Most Gracious, the Most Merciful, all praise be to Allah, the Lord of the worlds, and peace and blessings be upon our Prophet Muhammad and all his family and companions. Yang Berhormat Pengerusi and Your Honourable Members. All praises be to Allah,
kaola warmly welcome the planning and direction of the Ministry of Education under the Financial Year Budget 2024/2025. Thank you for the comprehensive and substantial introduction by Yang Berhormat Ministry of Education.
In this connection, kaola would like to know if the Ministry of Education has conducted a review on the effectiveness of the implementation of the Ministry of Education Strategic Plan 2018-2022 and if so, what achievements and improvements can the ministry share in caring for the welfare and education of students with special needs in terms of inclusivity and equality in education.
The first special needs school was established in 2023 specifically for students with special needs who have a high priority level (PL), namely PL4 and PL5.
kaola would like to request information on the current progress of existing private special needs schools. And what efforts are being and will be carried out by the Special Education Department to ensure that students with special needs are not left behind in the implementation of religious education integration.
Next, kaola would also like to address the issue concerning children with special needs. Do they need to comply with the Amendment to the Compulsory Education Act 211, the compulsory school age from 6 years to 5 years, which has taken effect this year? Furthermore, in moving the education system forward, the role of teachers and relevant parties is crucial in implementing any efforts towards guaranteeing that the quality of education can be enjoyed by all students and learners.
kaola's question is how does the Ministry of Education handle the welfare matters of teachers as well as non-teaching staff, and does the Ministry of Education provide examples of programs prepared to care for the welfare of teachers.
May Allah grant us guidance and insight, peace be upon you, and Allah’s mercy and blessings.
Yang Berhormat Menteri Pendidikan
Thank you, Yang Berhormat Awang Mohammad bin Abdullah @ Lim Swee Ann. There are a few questions. Some are captured; some are not, إن شاء الله I will try. Particularly about reviewing the 2018-2022 strategic plan.
And now we have a new strategic plan for 2023-2027 and what the improvements are. As also conveyed during the introduction, there are three main strategic objectives.
The first objective is to transform the existing human resources towards a performance-based culture. During the introduction, I shared strategies or initiatives that will be implemented such as the improvement of the selection process for teacher recruitment, through the PERANTIS program, improvement of the programs offered at Brunei Darussalam Leadership and Teacher Academy (BDLTA), implementation of signature programmes, construction of an expert framework and specialisation track, updating the teacher performance assessment system, and the establishment of the Leaders Welfare Unit, among others.
The second objective is to provide equal and fair access to quality education. Briefly, some of the implemented initiatives are to enhance the quality of asset maintenance in educational institutions by upgrading infrastructure and buildings through the facility management project. Second, streamlining the annual school necessity assistance (BKPT), the establishment of the Centre for Development of Smart and Talented Education (EDGE), and so on.
Whereas the third objective is to enhance accountability engagement with stakeholders in educational development. Among the projects to be implemented are enhancing two-way relations between the Ministry of Education and foreign educational institutions, increasing synergy and involvement of industry and government sectors in research and innovation, job placement, and also strengthening cooperation with government and non-government agencies. Actually, many of these activities are just a part of it, but during the introduction, it was also elaborated at length.
The question regarding special needs students, أَحْكَمَ اللهُ, the first special needs school began operations in early January 2024. These special needs schools are for students who have a high priority level, 4 or 5.
Actually, there are 5 priority levels. The first is diagnostic, the second mild, the third moderate, the fourth severe, and the fifth is profound. Meaning PL4 and PL5 are severe and profound, which actually poses difficulties if they are in inclusive schools or public and private government schools. Alhamdulillah with the establishment of these private schools, PL4 and PL5 students can be sent there.
Since it's still new, the student population in this school is not very large yet, I am informed that currently, 59 students have started learning there. Maybe if the capacity or the number of teachers increases, the student population can be further increased. The school operates 5 days a week, Monday through Friday from 8.30 am to 12.30 pm.
That is the current status regarding the first private special school. The third ensuring that special needs students are not left behind in their schooling, which at this time indeed 'we' are already in the phase of the integrated system.
The Ministry of Education will continue to cooperate with the Ministry of Religious Affairs through the Special Education Department in both ministries. A committee has been established to monitor this. Among the 3 important things considered are curriculum and scheduling, special education teachers, and also infrastructure and resources. This is for PL1 and PL3 that I mentioned earlier, diagnostic, mild, and moderate, who are in public and also private schools.
For curriculum and scheduling, this is a combination of Islamic Education and Special Religious Education curriculums considering the number of teaching hours, skills or demand suitable for student needs, measurement, and also assessment.
As for special education teachers, it will be monitored through activities to enhance the capacity of the teachers. Infrastructure and resources, on the other hand, are by monitoring the provision of appropriate resources for these children.
Do they need to comply with the amendment to the Compulsory Education Act 211, i.e., the compulsory schooling age from 6 years to 5 years? Indeed, before the Compulsory Education Act, some special needs students have already attended early childhood education from the age of 5 years to schools.
This means, they go to school even though at that time it was not yet mandated. It is not a problem they go to school. Especially now with the amendment of the Compulsory Education Act, schooling is required from the age of 5 years. For students with special needs, yes they go to school.
The Ministry of Education has established the School Leaders and Teachers Welfare Unit (UKPSTP) on March 1, 2021. The service of this unit is currently offered to government teachers in core education only. This is new.
Among the duties and responsibilities of UKPSTP is to provide a supporting role through counseling approaches, enhancing motivation, creativity, productivity through "empowerment", providing suitable enrichment and intervention programs according to needs, and also cooperating with relevant agencies.
Meanwhile, for those who are not among the teaching staff, they can obtain counseling services from certain departments in the Ministry of Education and other agencies. Maybe that's all, Yang Berhormat Pengerusi.
Yang Berhormat Pengerusi
I now invite Yang Berhormat Pehin Orang Kaya Laila Setia Dato Seri Setia Awang Haji Abd. Rahman bin Haji Ibrahim.
Yang Berhormat Pehin Orang Kaya Laila Setia Dato Seri Setia Awang Haji Abd. Rahman bin Haji Ibrahim
Thank you, Yang Berhormat Pengerusi.
In the name of Allah, the Most Gracious, the Most Merciful.
I bear witness that there is no god but Allah alone without partner, and I bear witness that Muhammad is the messenger of Allah and that Jesus is a servant of Allah, His messenger, His word he bestowed upon Mary, and a spirit from Him. Peace be upon you and Allah's mercy and blessings
and good health to you. Thank you, Yang Berhormat Pengerusi, for giving me the opportunity to participate in discussing the budget provision of the Ministry of Education.
Thank you also to the Yang Berhormat Minister of Education for the comprehensive introduction that includes the direction, focus, including the Ministry of Education's strategic plan. I also would like to congratulate on the initiatives shared in the Minister's introduction just now.
Yang Berhormat Pengerusi. First, I would like to address the Key Performance Indicator of the percentage of students who pass and obtain BC-GCE 'O' Level with 5 'O' Levels and above, where the target for 2023/2024 is as much as 60%.
In the recent BC-GCE 'O' Level results, it seems this target has not been achieved. The accomplishment was only 43% compared to the 60% target. I would like to request clarification from the Yang Berhormat Minister of Education as to why this target was not achieved and what are the Ministry of Education's strategic steps to reach this target?
I also noticed that the target for the financial year from this year to 2026/2027 still remains at 60% only. While if we look at government investments including in technology, best practices, capacity, and others in education increase every year. Of the 43% who passed with at least 5 'O' Level credits, what percentage have credits in English, Science, and Mathematics? Likewise at the post-secondary and higher education level (higher education, technical and vocational education) targeted at 90% passing every year, has this target been achieved and what role does the Ministry of Education play in further improving these graduates’ employability?
Second, I noticed the 2024/2025 expenditure estimate for the SFO1A title of the Ministry of Education, the total construction of new schools and additional buildings being and to be implemented by the Ministry of Education in the 12th National Development Plan is as many as 10. However, I noticed the number of teaching staff remains the same. Towards this, I would like to know about the Ministry of Education's strategic action plan to align the need for teaching staff when these new and additional schools later operate.
It appears to me if these needs are not aligned at this time, it will bring pressure not only at the ministry level but also at the school management level and also to the existing teaching staff. This might adversely affect the performance of both the teaching staff and the students involved.
In the Financial Year 2024/2025, the Ministry of Education has received an additional allocation of nearly $10 million. From my inquiry, this addition is due to the provision of development funds amounting to about $19.4 million with an Estimated Plan cost of about $111 million. I am interested to know the content contained in the following projects:
- 1213-021 Government School Network Infrastructure Upgrade Phase 2
- 1213-023 School Enterprise Resource Planning System.
Regarding what outputs and objectives will be obtained from both of these projects? As we know, whatever system will be introduced, it will require alignment and software requirements including capacity development and change management. Has this been considered in the expenditure?
Next, I take note of the Ministry of Education's efforts towards STEAM as a core subject. Hopefully, this effort will be able to improve the skills expected as a catalyst for development as aimed. Could the Yang Berhormat Minister share what KPIs or measures are used to evaluate the effectiveness of initiatives under STEAM.
As the most important and primary party in formulating policy and educational direction in this country, I also would like to request clarification from the Yang Berhormat Minister of Education. What additional set of skills are needed for the youth in this country to contribute towards achieving Vision Brunei 2035?
Has alignment been made by relevant agencies to identify and cultivate this set of skills so that we are always future ready and will be competitive and comparable with developed countries especially in the fields of technology and innovation because realistically, this set of skills will always change according to current and future needs.
The next question is related to higher education institutions like UBD, UNISSA, UTB, Politeknik Brunei, and IBTE. More than in the budget estimate for the Financial Year 2024/2025, these institutions as a whole have been allocated about $279 million in the National Development Plan (RKN-12).
What catches my interest is about the projects to be implemented such as the construction of UBD Digital Science Nexus, UBD Innovation Hub, UNISSA Smart University, UTB Phase 4 School of Applied Science and Mathematics. It seems these projects are innovation, technological, digitalization, or science-based.
I would like to get clarification on the following details. How many local children have fully immersed themselves in research, science, innovation, technology, and digitalization? To what extent have these programs and research outcomes been de-commercialized?
As I have raised in this Council last year, I hope to see more alignment and coordination, especially in building a network for capacity building, in achieving these research objectives. The alignment and coordination I mean here is not only in academic terms but also from how our education system itself processes or blends the way our students think holistically to strengthen tactical strategies and positive thinking from the core level to higher education institutions so that they are always industry and future ready. So far, what initiatives have been implemented in practicing this matter? Are there already results that can be gleaned from these efforts?
Lastly, regarding the Student Education Loan Scheme. Indeed. Since this scheme was launched a few years ago, it has been well-received by the public. Feedback received, the scheme has also succeeded in producing excellent graduates in their respective fields, indeed.
In connection with this, I would like to request clarification from the Yang Berhormat Minister of Education. How many graduates have successfully completed their studies through this scheme? How many achieved excellent results (first-class honors)?
I am actually just conveying suggestions from parents. Possibly, flexibility in terms of the number of students sent on this scheme can be increased and the range of courses expanded to take into account the interests and needs of the parties involved because they not only contribute financing but also some of them have specific targets in choosing these courses.
I think their concerns are also reasonable to be examined deeply and carefully given that the number of government scholarships in terms of quantity and courses is already limited.
That is all, May Allah bestow success and guidance, and peace be upon you and Allah's mercy and blessings Thank you, Yang Berhormat Pengerusi.
Yang Berhormat Menteri Pendidikan
Thank you, Yang Berhormat Pehin Orang Kaya Laila Setia Dato Seri Setia Awang Haji Abd. Rahman bin Haji Ibrahim. There are many questions here, can kaola answer the easier ones first?
Regarding STEAM, what are its KPIs? Since it's newly implemented, the KPI for the Ministry of Education is for each school to at least offer one core subject. Currently, there are some private schools that have yet to offer STEAM as a core subject. So, 'kitani' give them time, and it is one of 'kitani's' KPIs. It means, if possible, all public and private schools will be able to offer at least one core subject in STEAM.
Secondly, regarding the set of skills for 'kitani's' students to be future ready. Actually, that's why 'kitani' emphasize mastery of the 6 C's skills as kaola has already mentioned, such as critical thinking, communication, creativity, and so on. Therefore, because 'kitani' want 'kitani's' students to master these skills.
Here 'kitani' will include important elements like changes to the methodology of learning not just via chalk and talk and so on but through discovery, mastery, enquiry-based, with question-answer sessions and so forth. During the question-answer sessions if possible don't use close-ended questions but open-ended questions and so on.
So, that's what we are including elements of learning methods that we change and also one of the ways to monitor whether the mastery of the 6 C's is effective or not. That is why the Ministry of Education in Negara Brunei Darussalam follows PISA. PISA is not a test of content knowledge but PISA is actually evaluating the application of education and knowledge, it assesses how these children not only master content knowledge but how they use that content knowledge to answer or solve current problems, so that is 2.
About the provision of IT infrastructure if kaola is not mistaken, which is Government School Network Infrastructure Upgrade, Phase II. It is an upgrade of the government school network infrastructure for 153 schools, which are 26 secondary schools and 79 primary schools. The overall goal is to upgrade the network infrastructure for 153 schools in Negara Brunei Darussalam.
Perhaps at this time, schools have Wi-Fi but it does not cover the entire area of the school. Maybe there is Wi-Fi in the admin block only or IT block only but not in other buildings like classroom buildings and so forth.
Indeed, if 'kitani' wants to use the mesh that 'kitani' use at home, the router might be usable but if 'kitani' use this router, 'kitani' cannot control the content that children can browse on YouTube or other websites that can be accessed. So, 'kitani' has to use the appropriate infrastructure so that 'kitani' can monitor and block which sites are appropriate for learning that can be accessed at school.
Regarding the School Enterprise Resource Planning System, it is the provision of an information system for storing and managing student records and data, teaching staff, information about schools as well as carrying out student assessments at schools online.
This system is a collection of four (4) systems which are student information system, educator management system, assessment management system, and school management system. In the past, this system would be made separately and if matched using application programming interface or API, but because it is better for one system to combine all four, it means 'kitani' no longer need to use that API. However, APIs will still also be used for this system to connect with other larger systems than the system kaola mentioned earlier.
Regarding UBD Innovation Hub, it is a multipurpose building for three (3) faculties: Centre for Life-Long Learning (C3L), School of Business and Economy (SBE Innovation Triangle) and UBD Centralized Equipment and Prototyping Development Unit. Whereas the construction of UBD Digital Science Nexus, it is the construction of a facility focusing on research teaching covering various aspects of digital science.
Regarding the construction of UBD Digital Science Nexus, the programs offered are such as applied artificial intelligence, artificial intelligence and robotics, computer science, cyber security and also data science. Its students are increasing and indeed research is a mandatory component in those programs because if there is no data and research or the analysis of data, it means it's not in data science, not in digital science learning. So, at the moment, there are 48 students enrolled in 2023. It has increased from 15 students in 2019, 25 students in 2020, 31 students in 2021, and 42 students in 2022.
The construction of UBD Innovation Hub actually supports the suggestion from Yang Berhormat Pehin earlier and also the question from Yang Berhormat earlier: how many researches have been highlighted, have been achieved, have become.
Actually, UBD Innovation Hub is one of the RKN projects as kaola has conveyed earlier, it is a multipurpose building for 3 faculties Centre for Life-Long Learning and so on, but the most important thing about UBD Innovation Hub, it will further enhance the capability to patent student research.
If currently, UBD students, 84% of their patents are under Technology Readiness Level 4, whereas 'kitani' wants if possible for this Technology Readiness to reach 7, 8, or 9, where it is beyond development already, meaning the research findings can already be deployed, so that is why the Ministry of Education through Universiti Brunei Darussalam has applied for an allocation for the construction of UBD Innovation Hub amounting to $20 million for its plan. And also for commercialization, because for commercialization it must be at a higher TRL.
While for 'O' Level examinations, why it's declining, as kaola has mentioned earlier, even though it slightly declined the GCE 'O' Level, it appears to decline although it looks very declined because in 2021, 'kitani's' 'O' Level results were high. But it cannot be used as a comparison because the evaluation method is different from the usual practices.
That year, the examination was named SAG or Student Assess Grade so it uses continuous assessment of the student, that what is evaluated and its 'O' Level increased until if national level 56%, 56.48% and also if school level is 56.48%, same national and school because during SAG there were no private candidates. But it declined in 2022 to 45.83%, its decline is very steep.
If I can show you the graph, can see the decline is very steep here but when already 2024 if you can see, its decline even though it declined but its gradient is much less than this one. So it means, we are almost back to the original trend in the last 10 years. This is for 'O' Level, 'A' Level, and also PSR. You can see currently, 'kitani' if PSR increases, but 'A' Level its gradient the same, not as steep as after COVID-19 that day.
The best improvement is in Computer Science and also Geography and performance that declined are like Food and Nutrition, more than 10% declined, Business Studies, Agriculture, Travel and Tourism and if less than 10%, Art and Design and so on. If 'kitani' carefully observe these subjects, these are the non-sciences, mostly the non-sciences meaning the best improvement in Computer Science and Geography, the non-sciences Food and Nutrition, Business Studies, it requires a lot of hands-on so they are affected but why it's affected, this matter will be investigated further why because a lot of data need to be triangulated again before the ministry can suggest what actually caused that decline, even though the decline is not as bad as last year's decline. RKN-12 spending has an allocation for new institutions and why teaching staff still have no signs of being increased further in numbers.
To answer this question, actually, the Ministry of Education is actively conducting manpower auditing. So essentially like how many students in one class and how many period per teacher that can teach. If there's an excess of teachers on school it will be realigned first and إِنْ شَاءَ ٱللّٰهُ if still not sufficient إِنْ شَاءَ ٱللّٰهُ the Ministry of Education will propose for the provision for these teaching positions. Perhaps kaola has answered all already Yang Berhormat Pengerusi.
Yang Berhormat Pengerusi
Have all the questions from Yang Berhormat Pehin been answered or are there still one or two not yet answered?
Yang Berhormat Pehin Orang Kaya Laila Setia Dato Seri Setia Awang Haji Abd. Rahman bin Haji Ibrahim
There are still a few points, Yang Berhormat Pengerusi. Firstly, regarding why the target of 60% for "kitani" by 2026/2027 remains a 60% 'lakat' target. Then, in terms of the role of the Ministry of Education in further assisting graduates in securing employment.
Yang Berhormat Menteri Pendidikan
Why 60% is a very interesting question, Yang Berhormat Pengerusi. When setting 60% as the KPI for GCE 'O' Level, it was done using a simulation or trend line. At that time, indeed "kitani" were hoping that 30% of "kitani's" students reaching tertiary education, as mentioned in the 'yellow and black' book, indeed "kitani" there informed "kitani" were hoping at least 30% of "kitani's" students would at least set foot in tertiary education.
However, year in, year out, "kitani" were unable to meet that target. So, when the estimate seemed like only about 19% to 20% reached tertiary education, and when "kitani" simulate that pool, "kitani" got that 20% is based on the large number of "kitani's" students who passed with 5 'O' Level Credits at 'O' Level. Therefore, if "kitani" make a simulation if 30% in tertiary education, what would the pool be, how many people in the pool of 5 'O' Level should "kitani" have so they can pass 'A' Level and subsequently go to tertiary education. That is why "kitani" were ambitious to get those students, 60% of "kitani's" students to obtain 5 'O' Levels so "kitani" could realize having 30% of "kitani's" students reaching tertiary education. But having said that, this indeed is one of the greatest challenges as if "kitani" seem to be locked as to why until now "kitani" have still not reached that 60%.
But if "kitani" look at the data, "kitani" from the past from 33% there has been an improvement. There is an improvement but it's not very significant. For example, from the year 2009, 33% and it took us almost 2 decades to reach up to 40%. So, indeed "kitani" have to work harder so that "kitani's" students who can achieve 5 'O' Levels surpass 40%, surpass 50% and reach 60%. Indeed, it is acknowledged, Yang Berhormat Pengerusi.
Yang Berhormat Pengerusi
Thank you, Yang Berhormat Menteri Pendidikan for the responses provided. I give the opportunity to Yang Berhormat Menteri Pendidikan and his officers to perhaps review whether there are still unanswered questions that can be addressed in the following days.
I think that's enough for us to debate at this Committee Stage and I believe it would be best if we adjourn this Committee Meeting and reconvene in the Conference of the Majlis Mesyuarat Negara.
(Committee Meeting adjourned)
(Council Meeting reconvened)
Yang Berhormat Yang Di-Pertua
Your Honourable Members. We are now reconvening in the Conference of the Majlis Mesyuarat Negara.
I would like to propose that we adjourn this meeting to allow us to pause and, God willing, we will reconvene on Wednesday, 13th March 2024 starting at 10.00 a.m.
Thank you, May God grant us success and guidance, peace be upon you and God's mercy and blessings
(Council Meeting adjourned)
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