DAY 11 MORNING
13TH MARCH 2024 - MORNING
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Yang Mulia Jurutulis
In the name of Allah, the Most Gracious, the Most Merciful. The First Meeting of the 20th Session of the Legislative Council convened today, Wednesday, the 11th of Ramadan 1445 corresponding to 13 March 2024, opened with a Safety Prayer.
DOA SELAMAT
The Safety Prayer was recited by His Eminence Begawan Pehin Khatib Dato Paduka Haji Awang Suhaili bin Haji Matali Al-Hafiz (Imam of Jame’ ‘Asr Hassanil Bolkiah Mosque).
Yang Berhormat Yang Di-Pertua
In the name of Allah, the Most Gracious, the Most Merciful. All praise is due to Allah, Lord of all the worlds, and prayers and peace be upon our Master Muhammad, and upon his family and companions, all of them.
Alhamdulillah, we are grateful to the Almighty for by His grace and permission, we are able to be present this morning and convene on the eleventh day in the First Meeting of the 20th Session of the Legislative Council.
Blessings and peace be upon our beloved Prophet Muhammad, his family, his companions, and his followers who remain faithful until the end of time.
Your Honourable Members, the Legislative Council is still discussing the Bill (2024) Supply, 2024/2025 proposed by Yang Berhormat Minister at the Prime Minister's Office and Minister of Finance and Economy II.
Therefore, to ensure we can scrutinize this Bill clearly and systematically, I will now adjourn the meeting of the Legislative Council and we will reconvene in full Committee Stage.
(The Council was adjourned)
(The meeting convened as a Committee)
Yang Berhormat Pengerusi
In the name of Allah, the Most Gracious, the Most Merciful. Your Honourable Members. This Council is now convened in full Committee Stage to consider the Bill (2024) Supply, 2024/2025 which has been proposed by Yang Berhormat Minister at the Prime Minister's Office and Minister of Finance and Economy II.
Your Honourable Members. The Committee meeting on Monday afternoon had begun discussing and debating the budget topics under the Ministry of Education and its departments.
With me here, there are still some Your Honourably Appointed Members who wish to participate in the debate under this title.
Before I invite the next Your Honourable Member to pose questions. I have been informed that Yang Berhormat Menteri Pendidikan would like to respond and clarify the questions directed at him which were not answered last Monday.
I now give the floor to Yang Berhormat Menteri Pendidikan.
Yang Berhormat Menteri Pendidikan
Thank you, Yang Berhormat Pengerusi. In the name of Allah, the Most Gracious, the Most Merciful.
Kaola would like to answer the question from Yang Berhormat Awang Abdul Aziz bin Haji Hamdan, regarding the extent to which initiatives like Sistem Pengurusan Pembelajaran (LMS), DRMS, MoE TV, Smart Classroom, and Blended Learning have been successful and impactful for students as intended?
To answer this, these initiatives are the main efforts and strategies of the Ministry of Education in supporting the Digital Transformation Plan of the Ministry of Education to further strengthen the use of technology in education. For your information, Your Honourable Members, these initiatives are new and in the early stages of implementation, some are still in the pilot phase.
In the name of Allah, the Most Gracious, the Most Merciful. The Ministry of Education, through the Centre for Education Technology, will continue to monitor and assess the effectiveness of these initiatives consistently. Additionally, the ministry through the Department of Planning, Development and Research, will conduct studies to understand the impact and success of these initiatives.
The following question was posed by Yang Berhormat Pehin Orang Kaya Laila Setia Dato Seri Setia Awang Haji Abd. Rahman bin Haji Ibrahim:
Out of the 43% who passed with at least 5 'O' Level credits and above, what percentage has credits in English, Science, and Mathematics?
Out of the 43% who passed with at least 5 'O' Level credits and above, students who obtained credit in English is 37.61%, Science 40.43%, and Mathematics 39.33%.
Concerning the targeted 90% post-secondary graduation rate each year, has this target been achieved and what role does the Ministry of Education play in further assisting these graduates in obtaining employment?
The graduation rate for technical education and higher education levels which includes students from level two to level six, Brunei Darussalam Qualification Frame Work for the year 2022 is 86.8%, which is 3.2% short of reaching the 90% target.
The main reason students do not complete their studies is due to failure in studies, withdrawal or dropout due to job offers, health problems, personal issues including financial issues, lack of support from family, social problems etc. Other reasons include repeating studies and completing their studies in the following year.
Regarding the role of the Ministry of Education in further assisting these graduates in obtaining employment?
Actually, various efforts have been 'undertaken' by the Ministry of Education through higher education institutions to further improve graduate employability, such as annual activities 'undertaken' by each higher education institution e.g., UBD career exhibition organized by UBD Centre of Networking Employment and Career Training or UBD CoNECT, career carnival aimed at motivating and inspiring UNISSA alumni and future graduates, Market Day 'undertaken' by polytechnics and networking events at private educational institutions.
Higher education institutions also provide entrepreneurship platforms encouraging graduates for self-employment and startups as delivered last Monday like UBD entrepreneurship clinic, alumni entrepreneurship bazaar, LCB Incubation Centre among others; and
Concerning the construction of new schools and additional buildings and if the number of teachers remains the same?
To address this question, actually out of the 10 school construction projects in the 12th National Development Plan, 8 projects only involve upgrading and adding buildings to existing schools. This upgrading is intended to accommodate the needs of schools that 'exceed' the actual capacity.
In this matter, an increase in teachers is not needed, as these schools still have the same number of students. God willing, the Ministry of Education will further examine this issue by considering first, the current number of teachers and students and second the student-teacher ratio or teacher-student ratio.
Lastly, on the Education Loan Assistance Scheme. Requesting clarification on how many graduates have successfully completed their studies and how many have achieved excellent results or first-class honors?
Since the introduction of the Education Loan Assistance Scheme (SBPP) in 2014, a total of 864 students have been awarded the scheme, and the number of graduates who have completed and passed their studies is 692. Out of this number, 122 SBPP recipients have obtained excellent results, i.e., first-class honors.
Here are the numbers of SBPP recipients awarded first-class and upper-second-class honors over the last 3 years:
For the year 2021, 14 students or 25% obtained first-class honors, and 28 students obtained upper-second-class honors.;
For the year 2022, 13 students obtained first-class honors, and 28 students obtained upper-second-class honors.;
For the year 2023, 9 students obtained first-class honors, and 23 obtained upper-second-class honors.
Regarding the suggestion to expand the fields or course programs for SBPP. It is pleased to inform that the list of courses offered under SBPP is guided by information obtained from MPEC based on national needs, especially the needs of the industry and private agencies. Ongoing cooperation with MPEC is important towards ensuring effective and efficient workforce planning through alignment between employability and job opportunities.
Thank you, Yang Berhormat Pengerusi. That is all.
Yang Berhormat Pengerusi
Thank you, Yang Berhormat Menteri Pendidikan for the explanation and additional information provided. Now, I would like to give the opportunity to a few Your Honourable Members to pose questions or react to these matters.
Before I invite the subsequent, Yang Berhormat Menteri Pendidikan to provide answers or responses. I noticed that many questions were raised last Monday, many of which were technical questions.
I do not deter Your Honourable Members from raising technical questions like these in this Council, it might be beneficial to the public and it seems the relevant Your Honourable Minister is prepared to answer these questions.
However, I would like to emphasize that let these questions be stand-alone questions. Not questions that subsequently have 'offspring' questions which will cause difficulty for the concerned parties to provide answers to these 'offspring' questions, the attention that should be focused on this standalone question will be lost.
So, I ask that the questions posed have certain value and not be as though we are trying to test whether they know the answers or not.
I will give the opportunity to both sides to bring any questions of their interest and I will give the chance to the relevant Your Honourable Minister to not answer these questions at this moment and will answer either in written form or at a later time.
So let us be fair in this matter. Because the Ministry of Education, as I know, is not a small ministry. It is a large ministry and looking at its budget, which has a budget second only to defence, it is impossible for a minister to know A to Z, everything happening within a ministry like the Ministry of Education.
That is why we break it down into the relevant institutions and I also see it appears that the supporting institutions also might be able to provide meaningful support to the relevant minister. I will leave it to Yang Berhormat Menteri Pendidikan to assess it later.
And I will start with three of Your Honourable Members asking questions, after which I will request Yang Berhormat Menteri Pendidikan to answer or give their reactions and responses to the questions raised.
To begin, I invite Yang Berhormat Dayang Chong Chin Yee. Please go ahead, Yang Berhormat.
Yang Berhormat Dayang Chong Chin Yee
Thank you, Yang Berhormat Pengerusi and Your Honourable Members. Good morning and peace be upon you.
Firstly, kaola would like to wish everyone a happy Ramadan and may blessings and mercy be upon all who observe the fasting.
Yang Berhormat Pengerusi and Your Honourable Members.
Kaola would like to express my highest appreciation and thanks to Yang Berhormat Menteri Pendidikan for the introduction presented last Monday, filled with comprehensive explanations and congratulations on all the achievements and initiatives implemented by the ministry.
Kaola would like to refer to attachment 1.08 under Jabatan Kementerian Pendidikan. Firstly, kaola would like to congratulate and appreciate the achievement of the minimum literacy standard for Year 1 and 3 students, which is 94% and 95% in 2023. This remarkable achievement has boosted us to be in front of Southeast Asian countries' achievements as recently reported by SEAsia Stats.
However, kaola wonders, why the future target is set at 80%, which is lower between 2024-2027, and isn't it supportive to maintain and further improve this achievement?
Next, regarding the estimated minimum numeracy level, for the same period, it has been consistently set at 80%. However, considering the achievement level in 2023, only at 63% for Year 1 students and 50% for Year 3 students, this raises questions about the feasibility of achieving this goal.
The question is, wouldn’t it be more strategic to implement gradual improvements, equipped with measurable actions to ensure steady progression of achievements.
Based on these observations, kaola suggests the Ministry of Education to collaborate with the Ministry of Finance and Economy to implement more initiatives aimed at improving numeracy skills among students and teachers. The importance of numeracy that goes beyond basic arithmetic is fundamental to developing logical thinking, understanding patterns, and making data-based decisions.
Next, kaola would like to touch on promoting entrepreneurship and global competitiveness. As we face the rapid pace of graduates that can't be accommodated by economic growth, especially in an economy dominated by the service sector, understanding the global market is crucial.
Kaola's question is, how can our curriculum encourage students to think beyond the domestic market, equipping them with knowledge about international affairs and the digital skills needed for the global stage?
Therefore, kaola believes it is important for the Ministry of Education to collaborate with the Ministry of Finance and Economy and the Ministry of Primary Resources and Tourism. The objective is to align educational programs with internationally recognized skills potentially through internships with globally-oriented local companies. Alternatively, we could offer grants to companies, enabling them to engage and participate in other countries.
This strategy will not only nurture hard and soft skills among our local entrepreneurs but also create steps and exposure in the regional market from an early stage. As a starting point, we can initiate the establishment of Crop Productions, Livestock, and Fisheries Industries.
Lastly, is about leveraging the digital economy. The digital era provides unique pathways to generate income such as content creation, e-book authoring and publishing, game streaming and e-sports, web design and development, AI solutions and consulting, SEO specialist, and podcasting.
Kaola's question is, what steps are taken to promote and support these digital career paths among our youth?
Yang Berhormat Menteri Pendidikan, kaola would like to suggest integrating digital and media literacy together with relevant technology skills such as coding, digital content creation, digital marketing, and data into the main curriculum. As the saying goes, ‘It's better to bend the shoot while it's still young’.
In summary, effective curriculum design and development require engagement and encompass all stakeholders as well as benchmarking against successful educational systems.
It is crucial to maintain a dynamic curriculum in line with the advances and industrial revolutions evolving. That is all from kaola, thank you, Yang Berhormat Pengerusi.
Yang Berhormat Pengerusi
Thank you, I now invite Yang Berhormat Pehin Orang Kaya Johan Pahlawan Dato Seri Setia Awang Haji Adanan bin Begawan Pehin Siraja Khatib Dato Seri Setia Haji Md. Yusof.
Yang Berhormat Pehin Orang Kaya Johan Pahlawan Dato Seri Setia Awang Haji Adanan bin Begawan Pehin Siraja Khatib Dato Seri Setia Haji Md. Yusof
In the name of Allah, the Most Gracious, the Most Merciful.
All praises to Allah, Lord of the worlds, and blessings and peace upon the most honorable of the prophets and messengers, our leader Muhammad, and upon all his family and companions.
Yang Berhormat Pengerusi and Your Honourable Members, first and foremost, with all due respect, kaola would like to express many thanks to Yang Berhormat Pengerusi for allowing kaola to participate in the discussion for the Ministry of Education Budget Allocation for the Financial Year 2024/2025.
A recorded congratulations and thank you to Yang Berhormat Menteri Pendidikan for sharing the Financial Year 2024/2025 Budget presentation comprehensively explaining the direction outlined in the Ministry of Education Strategy 2023-2027. This includes the achievements of programs or initiatives that have been implemented and also the efforts to be undertaken in the coming years.
Yang Berhormat Pengerusi and Your Honourable Members.
The education system plays a crucial role in producing a workforce in various fields or majors for a country. It requires holistic planning based on thorough research and study, extending from national strategy planning and arrangement according to development and industry needs, environment, and politics including related factors.
It is understood that the Ministry of Education has already set three strategic goals, including Human Resources for the present and the future.
All three goals of the Ministry of Education also aim to support the achievement of the Vision of Brunei Darussalam, especially for the first goal 'An Educated, Highly Skilled and Successful Population'.
What is hoped is that any educational system and programs provided should start at an early stage of schooling to instill and encourage more students to be interested in Science, Mathematics, ICT, and Islamic Religious Knowledge.
Higher education institutions, technical and vocational including the private sector in this country have diversified courses and programs to enhance knowledge and skills in Science, Technology, Engineering, Arts, and Mathematics (STEAM), Technical and Vocational Education and Training, Business and Technology Education, and others.
This is followed by the continuance of these programs to a higher level along with providing in-house training or attachments in technical and vocational fields.
To ensure every long-term planning is always moving forward, dynamic, and sustainable, initiatives and action plans that are more productive, efficient, and effective must be established to provide various aspects of skills and expertise to a higher level, not just at degree or masters but to the level of produced and expertise up to specialized professionals and consultants in various fields such as economic analysis, accountant, engineering, banking, investment, religious expertise, language experts, law, medicine, digital science, and others.
All these areas of skill, expertise, or professional mentioned aim to ensure the human resource meets the country's needs and requirements, especially now that our country has various large industries like Brunei Methanol Company (BMC), Brunei Fertilizer Industry (BFI), Muara Besar Island Development Project Phase 2, which is a petrochemical and refining complex project (Hengyi Industries), and also the needs and developments of government-related companies, GLC’s, and also downstream industries and others currently and in the future.
What kaola wishes to raise here is to look at the challenges that need to be addressed, which kaola is requesting enlightenment from Yang Berhormat Menteri:
What are the strategies or initiatives for the three strategic planning goals of the Ministry of Education to be prepared in moving towards and achieving the Vision of Brunei 2035, realizing the Economic Blueprint for Brunei Darussalam, and also making the Nation of Brunei Darussalam a Zikir Country?;
To what extent has planning, monitoring, and implementation been conducted in preparing human resources in various skills and expertise to meet the needs of the country and industries both existing and in the future?; and
What are the planning and preparations at the early schooling level to encourage and attract more students to follow programs targeted towards the needs of the country and industries in the future? In this way, إِنْ شَاءَ ٱللَّهُ it will enable these students to obtain more marketable jobs.
Yang Berhormat Pengerusi and Your Honourable Members.
Kaola would like to discuss the Brunei Darussalam Qualification Framework. It is understood that the function and role of the Brunei Darussalam Qualification Framework have been empowered through the Brunei Darussalam National Accreditation Council Order 2011, which is used as a guideline or tool to develop guidelines that classify qualifications based on criteria or grade at the national level and benchmark with the international good practice.
It is noted, according to the introduction by Yang Berhormat Menteri Pendidikan during the Budget presentation for the Ministry of Education for the year 2024 last Monday, reviewing the qualifications of Brunei Darussalam (Brunei Darussalam Qualification Framework) to ensure its relevance by updating the required qualifications.
Considering the various changes in the education system, especially in courses and programs including multiple pathways that have been extensively introduced in educational institutes both domestically and internationally.
Kaola believes the BDQF is very important to be made known to the public to promote understanding, avoid confusion, enhance the mindset of various parties including students, parents, employers, government agencies, and stakeholders.
Since the BDQF is also necessary to be shared with stakeholders, especially the public to keep up with the latest current developments and updates in the education system and educational current.
Therefore, kaola requests clarification from ### Yang Berhormat Menteri Pendidikan on the current status of the development efforts in reviewing the Brunei Darussalam Qualification Framework BDQF and when the implementation of this revision is expected to be completed since its introduction in 2011.
Yang Berhormat Pengerusi and Your Honourable Members.
Kaola here would like to raise a concern about school children not attending school. It is understood that there are children who do not want to attend school for unreasonable reasons. Even though the Compulsory Education Act has been established and under the Act it is emphasized that children must always attend school as students.
As we know, early education for children is a priority and a highly valuable investment in the country as an effort to achieve excellence in establishing an educated and highly skilled nation by the year 2035.
In connection with this, it is a pleasure to request clarification from Yang Berhormat Menteri Pendidikan:-
Has the Compulsory Education Act been widely disseminated to parents and guardians in this country especially in rural areas and in the remote villages; and
In addressing the issue of children not attending school, how can the Compulsory Education Act be further enforced to ensure compliance by all layers of the citizens and society in this country towards the necessity of this act and what are the initiatives or steps by the Ministry of Education to address students not attending school?.
Yang Berhormat Pengerusi and Your Honourable Members.
It cannot be denied that some of the community in this country are less capable or come from poor families added with less conducive housing environments, too many family members living in one house, and so forth.
This situation might be faced by some of the students who are currently pursuing their studies either in primary or secondary schools.
These are also challenges that 'kitani' need to tackle together. Especially in the joint effort to lift such families out of the cocoon of poverty and consequently improving the quality of life for the concerned families.
In relation to this scenario, are there any steps by the Ministry of Education to assist those facing such categories, especially in the aspect of opportunities to continue their studies. An explanation is requested from Yang Berhormat Menteri Pendidikan.
Yang Berhormat Pengerusi and Your Honourable Members.
Kaola would like to discuss the GCE 'O' level and GCE 'A' level examination results between performances shown in private schools and the government sector. What is noticed in this country in my observation if incorrect please correct is that like GCE 'O' level and GCE 'A' level in institutions or schools in the private sector certainly perform better when compared to institutions or schools in the government sector. This situation has already occurred in previous years.
In connection with this, kaola would like to obtain clarification from Yang Berhormat Menteri Pendidikan, has the cause of one assessment that contributes to the examination performance of GCE 'O' level and GCE 'A' level students in private schools being better than those in government sector schools been identified.
In such a way بِسْمِ اللهِ with the existence of teachings or systems or knowing the school books they use books from abroad which could be a lesson and an example in 'kitani' joint effort to improve the performance of the respective examination results in government sector schools.
Finally, on this occasion, kaola is pleased to extend greetings for a blessed fasting period to ### Yang Berhormat Pengerusi and all Your Honourable Members, Yang Mulia Jurutulis, the Acting Deputy Jurutulis and all present in this noble hall. May we all be blessed and granted guidance and remain in good health.
أَمِيْن يَا رَبّ الْعَالَمِيْنِ.
That is all.
وبالله التوفيق والهداية. وَ السَّلاَمُ عَلَيْكُم وَرَحْمَةُ الله وَبَرَكَاَتُه
Yang Berhormat Pengerusi
Thank you, Yang Berhormat.
I now invite Yang Berhormat Dr. Awang Haji Mahali bin Haji Momin.
Yang Berhormat Dr. Awang Haji Mahali bin Haji Momin
Thank you, Yang Berhormat Pengerusi.
بِسْمِ اللهِ الرَّحْمٰنِ الرَّحِيْمِ الحمد لله رب العالمين، والصلاة والسلام علي شرف الأنبياء والمرسلين، سيدنا محمدٍ وعلى آله وصحبه أجمعين.
السَّلَامُ عَلَيْكُمْ وَرَحْمَةُ اللهِ وَبَرَكَاتُهُ and peace be upon you. Thank you to Yang Berhormat Menteri Pendidikan for the extensive introduction that was presented last Monday and congratulations on the initiatives and efforts that have been undertaken in providing a sustainable, sustainable, and responsive education ecosystem, hoping these efforts can be successfully implemented.
High-quality education is a major cornerstone in a country's progress. In the context of complex education administration, there are various factors that affect the effectiveness and integrity of the education system including factors such as teacher competence, the curriculum provided, and effective and efficient school leaders.
In the field of education, the effort to achieve excellence is not only a noble aspiration but also a basic necessity for the development and progress of society.
Therefore, mechanisms that regulate the recruitment and placement of educators play an important role in framing and implementing effective education policies.
Teachers play a key role in the teaching and learning of children in schools. Classrooms are the arenas where the learning and teaching process is conducted. This where the action is. In classes with students of different abilities, skills such as literacy, numeracy, digital, analytical, and critical skills are taught.
Teachers will deliver these skills using various methods such as discovery and exploratory learning. Students will be assessed through methods that have validity and reliability. Creative teachers with deep knowledge of the subjects they teach can attract students' interest in those subjects.
Using the exploratory and discovery learning methods and integrating the latest technology such as IT, teachers can spark children's interest to independently delve into their knowledge in subjects they are interested in.
Yang Berhormat Pengerusi. Kaola is pleased that the Ministry of Education will strengthen the selection and recruitment of new teaching staff through the Apprenticeship Program and the process of recruitment will be more organized and also through manpower auditing and planning.
It has been known for a long time that schools in this country have been supplied with teachers from abroad. Many of my generation were educated by foreign teachers from countries like India, Sri Lanka, the Philippines, and others from preparatory to secondary levels. Even our Malay language teachers came from abroad, but now, many local graduates are highly qualified.
Therefore, it is time for these local talents to take over these responsibilities. In connection with this, kaola would like to ask until when will they serve in this country?
Regarding local contract teachers, kaola suggests that they should be permanently employed, especially those who specialize in education, have worked several years in schools, and have excellent and exemplary experience and records.
Yang Berhormat Pengerusi, based on many studies related to Effective School Research, it has shown that school leaders play a role in advancing their schools academically and non-academically.
They act as curriculum leaders. They ensure that the curriculum provided by the authorities is implemented perfectly, effectively, and responsibly. They themselves become a classroom teacher teaching subjects in which they are proficient.
Are school administrators currently teaching in classrooms? That is kaola's question, Yang Berhormat Pengerusi. In addition, they are also transformative leaders who create a school climate that is stimulating, conducive, cheerful, and makes children interested in being at school.
Therefore, kaola believes that the appointment of school leaders, such as headmasters and principals, should be based on solid criteria, records of excellence, clarity, and sincerity.
Similarly, the appointment of senior officers, especially those in the Core Education sector. They must have teaching experience and an excellent record in school administration and management. Because they will visit, monitor the schools, and become mentors. Thus, they must have credibility among the school community.
Yang Berhormat Pengerusi, the last issue kaola will raise is about students with special needs. Regarding this matter, it has been informed that a special school was established at the beginning of this year. This school can only accommodate about 50 students.
Kaola understand that it is not easy to manage children with special needs. Many challenges must be faced and also require patience and high skills.
So, how are the handling and management of children who cannot be accommodated by this school? If it is managed in regular schools, is there sufficient staff to handle them?
That is all, thank you Yang Berhormat Pengerusi.
May Allah help and assist, peace be upon you and God's mercy and blessings
Yang Berhormat Pengerusi
Now I invite Yang Berhormat Menteri Pendidikan to respond to the questions raised by 3 Honourable Members who have voiced their questions earlier. Please, Yang Berhormat.
Yang Berhormat Menteri Pendidikan
Thank you, Yang Berhormat Pengerusi.
The first question from Yang Berhormat Dayang Chong Chin Yee regarding literacy and numeracy level. Yang Berhormat cited 94% for literacy and 95% for numeracy.
This is the overall percentage. Meanwhile, Yang Berhormat mentioned earlier about National Key Performance Indicators 1.5 (nKPIs 1.5), the target is 80% which is lower than the overall literacy and numeracy rate, referring to the percentage of Year 1 and 3 students. Their literacy and numeracy assessments are evaluated at their age level. But overall, indeed 'kitani' are at 94% for literacy and 95% respectively.
The second question regarding the domestic market. Indeed, we will continue striving to make 'kitani's students capable of competing globally. Towards this, several initiatives have been "initiated" by the Ministry of Education through Higher Education Institutions such as recognition by international professional bodies for the programs offered at TVET institutions and higher education such as UBD's General Engineering Programme which is the first course in Negara Brunei Darussalam to receive accreditation from the Accreditation Board of Engineering and Technology (ABET), Civil Engineering Programme offered at Universiti Teknologi Brunei (UTB) which has been accredited by the Joint Board of Moderators (JBM) United Kingdom and Institute of Brunei Technical Education (IBTE) School of ICT and the programs offered that have already been accredited by Computing Technology Industry Association.
Meaning, indeed many initiatives have been undertaken as a result of collaboration with industries. Indeed, we must collaborate with them because this world is interconnected. We acknowledged the interconnected world.
The third question, kaola apologizes for not being able to catch the question, maybe it will be answered in writing.
The fourth question, regarding the digital economy. Indeed, in our effort to prepare students with technological advancements, students will continue to be exposed according to their suitability and school level. Like at the tertiary level, indeed there are programs that are continuously updated to keep them relevant.
Lately, there are 62 ICT fields offered ranging from Certificate to postgraduate, including micro-credentials. The ICT program modules include fields like Programming, Artificial Intelligence, Database Info System, Modelling, and Digital Communication.
Meanwhile, with core education as kaola mentioned several times about the MOE TV platform, smart classroom, activities or programs based on coding development and also the Stream for Future and Coding It Smart Devices for School program.
The question from Yang Berhormat Pehin Orang Kaya Johan Pahlawan Dato Seri Setia Awang Haji Adanan bin Begawan Pehin Siraja Khatib Dato Seri Setia Haji Md. Yusof, regarding strategic initiatives to implement or achieve all the strategic goals in the Ministry of Education Strategic Plan.
Actually, all these initiatives were listed by kaola while sharing the introduction last Monday. As far as their implementation? There are some programs that are still in the study, research, and implementation phase and some initiatives that have been started or implemented at an early stage.
Maybe kaola answer first about BDQF, Actually, BDQF is online. As kaola conveyed last Monday, BDQF is still under review because there are several new programs like micro-credentials, etc., offered by universities.
So, because it is a new program, the BDQF team and its members are still reviewing where the recognition of prior learning fits into those levels. Effective strategies for addressing absenteeism among children. The Ministry of Education takes the issue of dropouts and student absenteeism very seriously.
When students leave school before completing their education, they lose the opportunity to acquire the skills and knowledge needed to succeed in life and this can lead to social issues such as unemployment, poverty, and also mental health problems. In this regard, the Ministry of Education has and is implementing various initiatives to address this issue including sessions on the Amendment of the Compulsory Education Act and the importance of school attendance involving school communities, parents, students, and stakeholders.
Additionally, the Ministry of Education through the Schools Department is also actively implementing efforts to help and prevent frequent absentee students from dropping out such as home visits, cooperation with grassroots leaders such as village heads and relevant agencies, and involvement of Parent-Teacher Associations (PIBG).
Placement of students with attendance issues and less ability in the Hostel of Maktab Duli Pengiran Muda Al-Muhtadee Billah to follow the Ri'ayah Wa Mahabbah Youth Program.
Actually, the number of dropouts based on statistics released by the Planning, Development and Research Department under the Ministry of Education in 2022, just as additional information, only 212 students, i.e., 0.28% of 75,835 students dropped out.
We are indeed changing the strategy in 'informing' the Compulsory Education Act. If previously we always broadcast about the penalty for those who do not send their children to school including actions that will be taken, but as of 1 November 2023, that approach we change to 'informing' the importance of the Compulsory Education Act, the importance of attendance at school and any student who is absent for any particular reason.
Please come to the Ministry of Education, for the Ministry of Education to provide assistance, and let us work together.
Since his 'notification' in this new way, 13 people who had dropped out of the school system have come forward to re-enter the educational system.
A question about the Ministry of Education (MoE) cooperating with the industry? The MoE has worked closely with the MPEC permanent secretariat and the Manpower Industry Steering Committee (MISC) in aligning supply and demand.
Identifying critical occupations, a total of 60 have been identified so far and developing a competency framework. A total of 50 frameworks have been prepared.
The IBTE, Politeknik Brunei, and L3 Centre have been involved in the formation of 8 out of 9 programs launched by MISC such as the Bridging Armecs Program (Module HCG 03 HSSE) offered as part of the Oil and Gas Sector Program at IBTE and the I-Skills Program, Dual TVET, HSE Skills Apprenticeship, I-Lift, and the Language Program for Tour Drivers and Basic Tour Driver Program.
The majority of programs offered at Politeknik Brunei and IBTE are in line with the skill framework provided by MISC and so far, 17 IBTE programs have been aligned with the Brunei National Occupation Skills Standard (BNOSS).
To meet the demand of Foreign Direct Investment (FDI), the Ministry of Education has collaborated with the Energy Department, the Prime Minister's Office, and Hengyi Industries Sdn. Bhd. to match supply and demand.
A total of 17 programs at various levels under the Brunei Darussalam Qualification Framework (BDQF) have been offered by public higher education institutions such as the Chemical and Process Engineering Degree at Universiti Brunei Darussalam, 7 Petrochemical Diploma Programs at Politeknik Brunei while IBTE has offered 2 Diploma Programs, 3 HNTEC Programs, and 4 ISQ Programs specifically to meet the needs of Hengyi Industries Sdn. Bhd. In 2022, 629 students have participated in these 7 programs.
Kaola only recorded 'O' Level and 'A' Level. What was the question again? If allowed, kaola will answer later because kaola only recorded 'O' Level and 'A' Level here. Later, kaola will address that question.
Kaola will continue with a question from Yang Berhormat Dr. Awang Haji Mahali bin Haji Momin regarding recruitment. Yes, it's true that since 2019 we have changed the way teachers are recruited. The selection and recruitment process of teachers is through the Immersion Program and Apprentice Program.
The Immersion Program is for graduates who have a qualification in education and the Apprentice Program is for those who do not have a qualification in education. Meaning the Ministry of Education is still accepting candidates from both educational backgrounds and those without. However, for the Apprentice Program, which lacks initial teacher preparation or a license to teach, they will be sent to the Sultan Hassanal Bolkiah Institute of Education (SHBIE) to undergo the Master of Teaching Program.
Until when will we be hiring contract teachers to become part of the teaching force? Currently, there are 209 foreign contract teachers still engaged or employed by the Ministry of Education and out of this number, 199 are CfBT teachers and 10 are on contract. 6 teach English Language, 2 Mathematics, 1 Chemistry, and 1 General Paper.
Out of these 10, 5 will retire this year and the other 5 next year. Why do we still need them, especially CfBT teachers, we hope to have at least one native English speaker in a school because they will serve as a reference expert in measuring the standard level so indeed we have candidates or teachers capable of teaching English.
There are a lot of them, they are very good English teachers but indeed we need native English speakers to benchmark. At the same time, we still need teachers for the English language subjects in programs related to the Integrated Curriculum, Literacy and Numeracy Coaching Programmed and so on.
It is to ensure that the achievement of the English subject remains strengthened because the language of school is English and the language of the assessment is also English. Local Contract Teachers (LCT), this question has indeed been asked last year because most of the LCTs have not yet found employment and additionally their contracts might expire in January 2022.
More than 77 applicants for the LCT positions 69% have passed the written test and so far, actually 63 out of 77 have received offers for the position of day-salary Education Officer and the rest there are some LC, 2 actually did not attend the interview, 3 are still reserve candidates and 9 failed candidates meaning those who failed can apply again if there are vacancies, if the Apprentice Program is offered this year, they are invited to apply those reserve candidates earlier, they no longer need to apply because if there are more vacant positions caused by retirement they, God willing, will be directly offered the position of day-salary Education Officer.
Administrators who are still teaching, indeed there are administrative officers still teaching, head teachers or principals, school principals and for them to be promoted, just like principals or other officers, if they want to be promoted we have certain requirements. It's not easy actually and indeed it's a necessity they must have excellent records, good experience, and so on.
Regarding the issue of children with special needs, where private schools only accommodate more than 50 people and still many too many, if according to statistics maybe more than a hundred, within 500, PL 4 and PL 5. Most of these actually have been sent to schools and because their intervention is on a one to one basis, sometimes they cannot be included in the class because of certain needs, so they enter a special room and some of them come to school on several days a week so that other students have the opportunity because they cannot come daily due to our lack of teachers.
Among the efforts of the ministry to increase special education teachers is the recruitment of new personnel through the apprentice program as kaola mentioned earlier about selection and recruitment through the apprentice program, 19 people have been taken through this program.
Recruitment of Special Education Needs Support Educators (SENSE) total 55 people. SENSE teachers are regular teachers given Basic Special Education Training Course and will teach students with special needs part-time and in addition, 30 religious teachers are also undergoing a basic course to meet the needs of religious teachers for special education for the integration system and the hiring of contract teachers among those who have retired and experience and this is still under review and planning.
God willing. The Ministry of Education will continue to strive to increase the number of teachers who can teach or handle the issue of crowded students with special needs. Perhaps that's all, Yang Berhormat Pengerusi.
Yang Berhormat Pengerusi
Thank you, Yang Berhormat Menteri Pendidikan. Now, I also invite Yang Berhormat Dayang Hajah Rosmawatty binti Haji Abdul Mumin.
Yang Berhormat Dayang Hajah Rosmawatty binti Haji Abdul Mumin
Thank you, Yang Berhormat Pengerusi. In the name of Allah, the Most Gracious, the Most Merciful.
All praise to Allah, the Lord of the Universe. And peace and blessings be upon the most noble of the prophets and messengers, our prophet Muhammad and his family and companions.
Yang Berhormat Pengerusi and Your Honourable Members.
Peace be upon you and God's mercy and blessings and greetings of well-being. Kaola have 3 questions, Yang Berhormat Pengerusi.
Regarding the subjects of Science Technology Engineering Arts and Mathematics. Referring to the discussion on STEAM on the 10th session, Monday, 11 March 2024, kaola would like to add a little bit, Yang Berhormat Pengerusi. Firstly, please enlighten on the preparations made to ensure the success of the implementation of STEAM.;
Is the allocation provided in line with the preparations that have been planned? Kaola understands that there are teachers who incur personal expenses for teaching and learning purposes. Regarding KPI, kaola suggests KPIs that are in line with national goals such as Brunei Vision 2035 and measure the success in implementing STEAM education for teachers and students.;
Kaola's second question is about the establishment of a Special Government School for children with special needs.
I understand very well, with the establishment of private special schools that were launched in January of this year. Referring to the 2022 discussion session, Yang Berhormat Menteri Pendidikan informed that there has been the establishment of a Government Special School for children with special needs.
However, the establishment of this school is not included in the Ministry of Education's Strategic Plan 2023-2027.
My question, what is the long-term planning to provide a learning system for students with special needs with the goal for them to live independently as useful members of society. Research needs to be conducted to identify which countries have successfully implemented an education system for special needs students.
Are there any best practices from successful special schools that can be adopted by Negara Brunei Darussalam as an implementation strategy to integrate students into society while considering the requirements of Melayu Islam Beraja in success.
Youth involvement in the agriculture and agrifood sector. Again, I follow up with the Ministry of Education on the good suggestion by Yang Berhormat Pengerusi during the debate which I presented to the Ministry of Primary Resources and Tourism on the 6th day of the State Legislative Council. I seek clarification on the plans for graduates pursuing agricultural courses at Universiti Islam Sultan Sharif Ali (UNISSA) and Institut Pendidikan Teknikal Brunei (IBTE):
What are the plans for students after they complete their courses.;
What efforts or initiatives does the government have to ensure the knowledge and skills of these graduates are fully utilized. This takes into account that Negara Brunei Darussalam is still far from achieving self-sufficiency in agriculture and agrifood.
Thank you, Yang Berhormat Pengerusi.
Yang Berhormat Pengerusi
Thank you. I now invite Yang Berhormat Dayang Hajah Safiah binti Sheikh Haji Abd. Salam.
Yang Berhormat Dayang Hajah Safiah binti Sheikh Haji Abd. Salam
Thank you, Yang Berhormat Pengerusi.
In the name of Allah, the Most Gracious, the Most Merciful, I seek refuge in Allah from the outcast Satan, All praise be to Allah, the Lord of the worlds, and prayers and peace be upon the noblest of the Prophets and messengers, our master Muhammad and all his family and companions.
Yang Berhormat Pengerusi and Your Honourable Members
Peace be upon you and God's mercy and blessings and greetings. At the outset, I extend congratulations on observing the fast to all Your Honourable Members in this noble council and all attendees, may we receive the grace and blessings of this Ramadan Al-Mubarak, Allah bless us.
Yang Berhormat Pengerusi and Your Honourable Members.
I take this opportunity to thank Yang Berhormat Menteri Pendidikan for the presentation about the Ministry's initiatives and plans last Monday. May all these plans realize the Ministry's vision towards quality education for a developed country, Allah bless.
I'm discussing the Master of Teaching (MTeach) program at the Sultan Haji Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, which prepares graduates, future educators with the necessary professional qualifications for entering the teaching profession.
I also refer to Yang Berhormat Menteri Pendidikan's statement in the last presentation that restructuring this program is included in the Ministry's project for the Financial Year 2024/2025, related to Goal 3 of Wawasan Brunei 2035, which is "Building Human Resource Capacity". The purpose of this project, as I understand, is to improve the curriculum content to ensure the program matches the quality, standards, and best practices internationally.
Therefore, I seek clarification from Yang Berhormat Menteri Pendidikan regarding graduates who defer or leave this study program before its completion due to receiving permanent job offers in the government sector. One reason I understand for this is the lack of assurance that they are given priority for any teaching positions upon completing the program.
What are the effects of these students' deferment or graduates on the ministry's initial planning regarding human resource capacity planning?
Regarding this project, I believe the outcome from this project will be high-quality teachers comparable to their international counterparts, InshaAllah. This will also upgrade the existing education system of the country.
Therefore, to upgrade the teaching profession and make it a top choice for graduates, I happily suggest making this certificate a primary qualification requirement for new teacher recruitment in government and private education institutions.
Every applicant for teaching-related positions, such as Education Officers, should possess this MTeach certificate or its equivalent without exception, unlike the current practices.
Implementation could be planned for the long term and also aligned with the pilot program being introduced by the Ministry as explained by Yang Berhormat Menteri Pendidikan earlier. This aims to ensure the consistency of the quality and professional qualifications of all teaching staff from the start of their service.
Yang Berhormat Pengerusi and Your Honourable Members.
Furthermore, I'd like to add a little discussion on entrepreneurship. I take note of the various initiatives supporting this field implemented by the Ministry of Education through agencies such as the Innovation Entrepreneurship Centre and higher education institutions, government and private, in this country.
I seek clarification:
How does the ministry track the continuity of these students' involvement in entrepreneurship after they complete their studies? I believe this information is essential to ascertain the effectiveness of the program for planning improvements and assisting in expanding the enterprises they're involved in;
To what extent have students involved in this field succeeded in expanding it as their main source of income after completing their studies, creating employment opportunities for others? If there's data on this, please share for the knowledge of Your Honourable Members in this council.
Lastly, what are the long-term plans of the ministry related to the direction of students' involvement in entrepreneurship, particularly in aiding the increase in the country's economic development.
Thank you, Yang Berhormat Pengerusi.
And by Allah's guidance and success, peace be upon you and God's mercy and blessings.
Yang Berhormat Pengerusi
I invite Yang Berhormat Pehin Orang Kaya Indera Pahlawan Dato Seri Setia Haji Awang Suyoi bin Haji Osman.
Yang Berhormat Pehin Orang Kaya Indera Pahlawan Dato Seri Setia Haji Awang Suyoi bin Haji Osman
Thank you, Yang Berhormat Pengerusi.
In the name of Allah, the Most Gracious, the Most Merciful, All praise be to Allah, Lord of the worlds, and prayers and peace be upon our Prophet Muhammad and all his family and companions. O Allah, grant us the wish and the structures built high like a battalion and the palaces built seven proud branches high upon them came together.
Peace be upon you, and God's mercy and blessings and greetings. First, I would like to thank Yang Berhormat Menteri Pendidikan for the extensive introduction covering various aspects of education, direction, planning, and achievements.
Amen, O Lord of the worlds, seven key performance indicators identified overall show improved performance. On this occasion, I congratulate Yang Berhormat Menteri Pendidikan and all staff of the Ministry of Education for their ongoing efforts in facing challenges and always being under public scrutiny.
I also congratulate the improvement in PISA performance. I am confident steps have been taken to improve it for the future.
Yang Berhormat Pengerusi, I refer to the indicator for the percentage target of educational institutions that are at the minimum standard school level based on Whole School Evaluations (WSE) 2024/2025 targeted at 64.2%, for 2025/2026 targeted at 67.5% and for the following year 2026/2027 is 70.8%.
Kaola requests clarification on what the target above means? In kaola's understanding, if a school only achieves the minimum standard in Whole School Evaluations, this means the school still has many weaknesses in aspects of teaching and learning, in preparing the learning environment.
The implication is that schools that only achieve the minimum standard need much improvement to enhance educational delivery so as to surpass the minimum threshold, above the minimum threshold. The benefits for improvement that need to be made include possibly the school leadership, curriculum implementation, pedagogy, school facilities, student support services, and strengthening the relationship between schools with parents and the local community.
In kaola's view, the ministry's effort should be for our schools to achieve a higher level than the minimum standard. Perhaps our target could also be for schools to exceed the minimum standard, making our schools excellent and high performing school.
So, in kaola's view, the target should not just be to improve schools that achieve the minimum standard to achieve higher than the minimum standard.
In this matter, perhaps we should also ask what percentage of our schools are recognized as high performing? Kaola can think of a few but overall, we do not know how many schools are considered high performing.
Kaola's question related to this is what steps have been taken by the ministry to assist educational institutions that do not meet this minimum standard? Are efforts to help these schools include placing quality school leaders with proven performance to guide the respective schools? Does it also include placing several teachers who can bring a positive impact to students and other teachers as school influencers, for example?
Third, whether changing the delivery method with suitable pedagogy and creating a school environment that stimulates learning and provides additional early support to schools until they achieve the minimum standard and other appropriate actions to elevate these schools, to improve their status not only to the achievement of the minimum standard but beyond.
Schools in need of assistance that have been identified should be monitored one by one meaning every school must be carefully monitored. If only generally monitored without follow-up actions and scheduled, it's very likely that these schools will still remain in the minimal category, possibly underperforming.
So, related to this kaola also asks how many primary and secondary schools have been assisted and shown significant change?
Yang Berhormat Pengerusi. In this year's allocation under Code 003/004 (Maintenance of Buildings and Assets), Primary Education seemingly has no allocation.
For Secondary Education Code 004/000, a mere $99,235.00 is allocated, a very small amount. Kaola understands many schools need maintenance work and struggle to obtain assistance, difficult to get allocation, some of these schools need to do maintenance under Projek Pembangunan RKN-11 but it was not implemented. So, kaola hopes under Projek Pembangunan RKN-12, necessary work will be done for the comfort of students.
Furthermore, kaola welcomes the announcement regarding the change in children's school starting age to 5 years. Is there an increase in allocation because it certainly requires an increase of skilled teachers, additional infrastructure suitable to accommodate such children, and also suitable learning tools that build the minds of children and stir curiosity among them. Kaola believes with the lower school starting age of children to 5 years, it is the correct pathways to hone social skills and cognitive skills of children. Let it start this year, may it begin under the leadership of sufficiently trained and authoritative, caring, committed, and focused teachers so any benefit from this early schooling can be utilized for further learning. We want the early learning of these children to make the difference for the following children's learning.
Yang Berhormat Pengerusi. Kaola further wants to touch on human resource management which is crucial for an organization. To what extent are issues of meritocracy in position appointments, acting appointments, work placements, interdepartmental transfers, training offers have been handled through transparent procedures. In the First Session of the 19th Term Meeting, the issue of teachers including their feeling of lack of support from the administration, stress and burn out, lack of opportunities for professional development, less attractive school atmosphere, and increased work load for teachers were raised. Have improvements been made in this matter? Seek enlightenment, Yang Berhormat Pengerusi.
Kaola further wants to touch a bit on Universiti Brunei Darussalam (UBD). The first university established in 1985 and has produced many graduates who now hold key positions in the government. Alhamdulillah, since the establishment of UBD, it has begun to make a name in the education world including in World University Ranking and QS University Ranking.
Kaola takes note of UBD's achievements as a higher education institution that is increasingly improving and becoming a pride of the nation. Kaola only has one matter to raise, Yang Berhormat Pengerusi, regarding the visibility of UBD.
Compared with university lecturers from other universities in this country, we rarely see professors, experts in UBD appearing in local forums providing views, presenting their research papers, or being a member of Task Force and any government agency.
Kaola is confident that their contribution and thoughts will improve any government strategy and policy formulation. At this time, we only know who they are when they are transferred to the Ministry of Education. Hope this matter can be examined by concerned parties regarding the workforce at UBD.
Lastly, Yang Berhormat Pengerusi. Kaola wants to refer to SF03A – UNISSA under Account Code 1201-011 RKN-12 has allocated as much as $95,918,359.00. Kaola believes it is for the UNISSA building. As an already prominent Islamic university, which is envisioned as a beacon of Islam recognized as a bona fide Islamic higher education center, kaola feels this project should not be procrastinated, developed only "just to have it".
This is an iconic project and has been discussed since 2012, kaola believes do not compare this project like building a secondary school, not often we build a university let alone an Islamic university. We must have a far-sighted vision and when the UNISSA campus is completed it must be a pride of the nation as a Malay Islamic Monarchy country. Only what kaola often emphasizes is that the university's curriculum must always be relevant and uphold the nation's dignity.
Kaola understands it will be built on a design and build basis aiming to save expenses and is expected to be completed by 2026/2027, 15 years since this project was approved. So, kaola worries when completed it might not epitomize the beacon of Islam because we will cut corners to keep the cost low. Kaola believes if this project is considered iconic, let its building also be iconic.
That is all kaola wanted to touch on, Yang Berhormat Pengerusi. Kaola expresses many thanks for the opportunity given and the patience of Yang Berhormat Pengerusi in listening to the discussion especially in this blessed month of Ramadan. That's all, Wabillahi taufiq walhidayah, Wassalamualaikum warahmatullahi wabarakatuh.
Yang Berhormat Pengerusi
Now, I invite Yang Berhormat Menteri Pendidikan to respond.
Yang Berhormat Menteri Pendidikan
Thank you, kaola will first address the questions posed by Yang Berhormat Dayang Hajah Rosmawatty binti Haji Abdul Mumin.
The first is regarding STEAM and also its funding. The Ministry of Education does indeed provide funding to schools through the Schools Department, Stationery Funding, Teaching and Learning under Funding Title PO1201, Primary and Secondary School Education Services. Besides that, funding is also provided to departments like STEP Centre, Edu-Tech to handle STEAM programs.
Private special schools, actually are not government special schools "perhaps" for private special schools intended here and that was answered on Monday and planning to stand independently in producing quality and skilled special needs students, the Special Education Department is preparing a new program called Programme Sheltered Integrated Employment (ShInE). ShInE is one of the various pathways for pre-vocational program graduates aimed at providing recognized vocational training to meet the needs of special needs students.
This program is offered as a continuation or complement for preparations of vocational training or work skills for 2 years. The students will be offered vocational skill courses that meet the needs of the industry and currently can produce skilled, competent and high-quality workforce, بِاْلدِّيَانَةِ الله.
Such courses include hospitality, culinary, fabric, garment sewing, fashion and craftmanship. Moreover, the ShInE program aims to provide opportunities for the graduates from this program to continue their education to the next level, engaging in vocational fields, involving themselves in the entrepreneurship sector, and securing employment with the skills they possess.
Regarding agricultural course graduates. The first question is about the plans for these students after completing their courses. Besides providing opportunities to train interested students in agriculture through structured programs and conducive learning environment, the institutions also provide career guidance not only during the study period but also after the course completion.
The institutions concerned also provide further support to the graduates through consultation and cooperation with relevant parties such as the Agriculture Department, banking sector, Darussalam Enterprise (DARe), and other related agencies to help in providing the financial model needs to start a business in this sector.
The effort to encourage more of our local graduates especially those with qualifications in agriculture and agri-food sector, actually requires solid support from all parties including government agencies and the industry. Through this national approach, we will be able to fulfill the aspirations for food security and self-sufficiency in the agriculture and agri-food sector.
The last question from Yang Berhormat. What efforts or initiatives is the government taking to ensure that the knowledge and skills of these graduates are fully utilized? This ministry's hope is for the students taking these courses to consider agriculture as their career or proficiency.
الحُكمُ لِلّٰهِ, based on data from the graduate employment study conducted annually, the employment rate of graduates from the Agriculture Program in IBTE, 6 months after the Convocation Ceremony has increased from the previous year, i.e., 70% in 2020, 78% in 2021 and 82% in 2022.
Further follow-up by IBTE for 89 graduates who have completed their studies in 2021 and 2022, especially in agriculture, specializing in crop technology, veterinary and livestock management, and rice industry, it was found that 73 graduates or 82% have been employed. Out of these 73, 65 were found to be working in the private sector related to the fields they studied.
The following question from Yang Berhormat Dayang Hajah Safiah binti Sheikh Haji Abd. Salam is about Master of Teaching. The Ministry of Education will restructure this year by emphasizing curriculum content.
What will happen to the graduates or prospective graduates who have stopped or deferred because they think there are no jobs for them? Indeed, this is one of the reasons why the Ministry of Education has changed the method of selection and recruitment of teachers.
It is based on need and when there is such a need, apprenticeship programs or immersion are opened. It is offered to those who already have MTeach or its equivalent and those who do not have MTeach or its equivalent. Meaning, those who do not have Initial Teacher Preparation. For example, if this year there are only 30 persons needed, then these 30 people will be taken in these programs. If they already have Initial Teacher Preparation, they do not need to go to UBD to take MTeach but if they do not have Initial Teacher Preparation, they will be sent there after passing some assessments.
Secondly, to enhance teacher proficiency. It is proposed that new teachers must take the MTeach certificate. Indeed, it is a necessity. Like if we are proficient in driving a car but do not have a license, thus one cannot drive. Similarly, to become a teacher, one must have Initial Teacher Preparation and Diploma in Teaching to be qualified as a teacher. Indeed, it is a necessity, someone who wants to become a teacher must undergo or follow the Initial Teacher Preparation (ITP) program anywhere.
Third, regarding entrepreneurship and the effectiveness of the programs. Indeed, there are data from several students who have graduated and ventured into entrepreneurship. But at the moment, I don’t have the data with me.
Maybe إن شاء الله I will share it if already available and if not managed in this session, I will inform in writing.
Similarly, with the fourth question, about the country's economic entrepreneurship, إن شاء الله it will also be conveyed in writing.
The third from Yang Berhormat Pehin Orang Kaya Indera Pahlawan Dato Seri Setia Haji Awang Suyoi bin Haji Osman regarding Whole School Evaluation (WSE). To ensure the quality of education dissemination in educational institutions, the Whole School Evaluation (WSE) was introduced aiming to assess the quality of education in schools and its provision is comprehensive.
In efforts to foster a sense of ownership and accountability for the development of student achievements, government schools have conducted School Self Evaluation or internal Whole School Evaluation and it began in 2018.
The WSE evaluation is implemented through 2 ways, internal and external. Actually, the processes are lengthy if Kaola were to mention all here. However, if still needing that information, Kaola will provide in writing about the meaning of WSE approach through internal and external.
How many schools have been assessed since 2018 using the WSE instrument? A total of 120 schools have been assessed by the School Inspection Department using the WSE instrument over a period of 7 years from 2017 to 2023, i.e., 90 primary schools, 26 secondary schools, and 4 Sixth Form Centres. Out of this total number, the number of schools that have achieved Band 3 or the minimum standard is 10 primary schools, 6 secondary schools, and 2 Sixth Form Centres. Overall, 15% assessed have achieved Band 3.
Several schools that have been visited, 26 schools were actually reassessed which are 20 primary schools, 5 secondary schools, and one Sixth Form Centre. 88.5% of the 26 reassessed schools have shown improvement; 20 primary schools have shown improvement, 5 secondary schools have shown improvement, and the Sixth Form Centre has shown an improvement of 100%.
Whereas, the provision for the maintenance of primary and secondary schools may not be reflected much in the budget book but there is indeed provision and most of the maintenance is included in the scope of work for facility management engaged by the Ministry of Education. It’s a new approach to maintaining school infrastructures and office.
The question about the UBD academy not being very noticeable. UBD academy members actually became members of various committees or taskforces at ministries and have become reference experts especially in technical and policy fields. Indeed, their contribution does not appear and is not evident if it is measured only through appearances on television in the form of lectures and so forth.
Thus, UBD has actually been greatly involved in contributing to the country. Many consultations and executive programs are also offered to government agencies and private sectors that are currently being implemented.
If I may add a little about WSE. What kind of assistance is given to schools? Assistance to schools to improve the minimum standard achievement, i.e., cluster officers assist schools in forming and implementing SIP (School Improvement Plan) which is typically prepared. As soon as the schools receive the WSE report, schools that reach the achievement level make sharing sessions or sharing session to other schools to help improve achievements and also cluster officers assist schools in understanding the WSE rubric and collecting the band assessment material.
Fourth, conduct WSE Micro Validation within the cluster and Across Cluster Micro Validation. Conduct pure review within and across clusters. Regarding UNISSA, the 12th RKN, إِنْ شَاءَ ٱللَّهُ, indeed the Ministry of Education intends to make it a building in line with the main objectives of UNISSA’s establishment and إِنْ شَاءَ ٱللَّهُ indeed the allocation has been provided, much allocation has been provided. إِنْ شَاءَ ٱللَّهُ Junjung kasih.
Regarding when it will be completed? إِنْ شَاءَ ٱللَّهُ Indeed 'we' will not delay it but in terms of earthwork there are indeed delays there due to soil quality and weather conditions that do not permit. So there are 'delays' and 'deviations'. إِنْ شَاءَ ٱللَّهُ It will always be monitored to be carried out immediately. That’s all, Yang Berhormat Pengerusi.
Yang Berhormat Pengerusi
Thank you, Yang Berhormat Menteri Pendidikan. I now invite Yang Berhormat Awang Haji Salleh Bostaman bin Haji Zainal Abidin.
Yang Berhormat Awang Haji Salleh Bostaman bin Haji Zainal Abidin
In the name of Allah, the Most Gracious, the Most Merciful. Thank you, Yang Berhormat Pengerusi.
I praise my Lord the Most High, and I ask Him for forgiveness and well-being in this world and the hereafter, Glory be to You my Lord, how great You are, and with Your praise, I pray and send blessings upon Your chosen Prophet Muhammad.
Yang Berhormat Pengerusi and Your Honourable Members. Peace be upon you and good health. Salam Ramadan Mubarak, may all be blessed. Discussions in the Assembly on this noble day and month are accepted as acts of worship, and may we be kept away from the tribulations of this world and the hereafter. Amen.
Firstly, thank you Yang Berhormat Pengerusi for giving me the opportunity to participate in the discussion on the allocation for the Ministry of Education for the Fiscal Year 2024/2025.
Thank you to Yang Berhormat Menteri Pendidikan for the enlightenment and explanation about the development, direction, focus, and priorities of the ministry in the Fiscal Year 2024/2025.
I have several questions and views, some of which follow up on the questions I raised during the 19th State Legislative Council Session, as well as current issues conveyed to me by the public.
In last year's session, I addressed the issue regarding PISA, the Programmed for International Student Assessment, as it is a benchmark that evaluates the country's achievements, Brunei Vision 2035 through the first goal, which is an Educated, Highly Skilled and Successful People at an international level. This human resource should be able to supply the country while adhering to the values of Malay Islamic Monarchy.
Therefore, let me pose a few questions and alternative views with the PISA assessment for the Ministry of Education to consider. The first question is about the PISA 2018 and 2021 results and their relation to the goals of Brunei Vision 2035. Yang Berhormat Pengerusi and Your Honourable Members.
Firstly, congratulations on the improved achievements by the Ministry of Education in the country’s learning results from PISA 2018 to PISA 2022. We are aware that PISA is an assessment that evaluates the abilities and skills of 15-year-old students (Year 9) in Mathematics, Reading, and Science. I understand from the report, the Nation of Brunei Darussalam was among 81 countries participating in the assessment and among 7 ASEAN countries participating.
I also understand PISA is an independent international assessment aimed at exploring and assessing the ability of our kids to solve complex issues, critical thinking, and also communicate effectively. Not exam-based, this assessment provides an indication of how the National Education System prepares 15-year-old students to face real-life challenges and succeed in the future. Thus, the country’s ranking in PISA is very important.
Yang Berhormat Pengerusi. In 2022, PISA assessed a total of 6,000 Year 9 students, placing us among 690,000 students of the same age worldwide from 29 million students. Kudos to the Ministry of Education for being brave in deciding to continue participating in PISA.
By participating in PISA and analyzing the results, the Ministry of Education will be aware of the stability measures of the National Education System. I fully believe the ministry will appreciate the PISA assessment results as a valuable gift because it is an independent third-party assessment of the National Education System by experts in this field. The PISA results also evaluate the effectiveness of intervention programs when compared with previous assessments and allow policy-makers and educators to assess our national education system's effectiveness compared to other countries.
As we need to prepare our kids not only to succeed nationally but also to be resilient, competitive at international, regional, and global levels if we aspire to prepare our kids as competitive future work-ready mobile global workers. Disclaimer, I read the PISA report as an interested grandparent and not as a public policy maker or educator.
I leave the in-depth evaluation to the relevant agencies. Overall, the Nation of Brunei Darussalam showed improvement from the 2018 PISA study with all three domains of Mathematics, Reading, and Science.
However, a significant improvement in the 2022 PISA report shows the Nation of Brunei Darussalam is still below average, ranked 42 globally, if we say we are in tier 3, 3rd quartile, division 3.
The PISA 2018 cohort of 15 and 16-year-olds in 2018, God willing, by 2035, they will reach their early 30s. They will be the generation to drive the country, holding management positions in government and private agencies. Questions:
I seek enlightenment on important lessons from the PISA 2018/2022 that have been and will be taken to make step changes in interventions to improve the competence of students, bringing the country’s ranking even if not to the top quartile/first quartile, but at least above average in the second tier in a short time to ensure the performance of the students of the Nation of Brunei Darussalam remains competitive reaching high levels in ASEAN and OECD.
Initially, I would ask for enlightenment if there is a correlation of the unsatisfactory results in the PISA ranking caused by ineffective basic early childhood education. When looking at the chart shared by Yang Berhormat Menteri Pendidikan about the achievements of our kids getting 5 ‘O’ level passes or above are at the level of 40% over the last 5 to 10 years.
This corresponds to the below-average ranking in PISA. What step changes in basic education to address the still 40% ‘O’ level results rate. If we do things the same way, then we shouldn’t expect different results. In the corporate world, if we do something the same way, we do not expect step changes.
From the PISA report, I understand our cumulative expenditures per student throughout primary and secondary school years between the ages of 6 to 15 are also among the highest in the ASEAN region, at a level of USD $207,000 purchasing power parity for each student.
For comparison, Singapore spends $166,000 over the same period and Vietnam, which may have insufficient data, only spends $13,000 per student over 10 years, but the rankings of these two countries are significantly higher than the Nation of Brunei Darussalam.
What can we learn from these two countries so that we can emulate their learning effectiveness without shame. The last batch of questions on PISA, can we use data analysis tools such as artificial intelligence to identify the parts of PISA that need improvement to achieve the Brunei Vision 2035 goals, from the trends we have obtained from the PISA 2018 and PISA 2021 cohorts? That’s my question about PISA.
Addressing the student dropout rate and providing support for youths disconnected from the education system. Referring to the chart shown by Yang Berhormat Menteri Pendidikan, the pass rate of ‘O’ level candidates only reached below 46%. Entry to post-secondary levels (Form 6, IBTE, and IPT) also only reached 60% in 2022/2023. Referring to the existing statistics, whether sitting for ‘O’ levels or PISA 2018 and the pass rate of ‘O’ levels and entry into post-secondary on average over 1000 students who have sat for ‘O’ levels each year do not have a clear direction or opportunity to pursue their education further.
Is this due to a lack of spaces or a failure to obtain qualifications? How can we devise an effective strategy to address this worrying issue so that students aged 15 to 18 who leave our education system do not fall through the cracks and are left without qualifications? Should we adjust the Compulsory Education Act to not only cover five years but extend up to the age of 18?
Underutilisation Or Underpaid Talented Resources. In the past, our elders advised with motivational words for their children to study hard, and many were willing to sacrifice so their children could attain high education. People knew that having a high education and qualifications was a ticket out of poverty. Education is a step to exit the spiral of poverty.
The elders used to say, "study hard, and God willing, if you pass, you will get a job you like, earning a decent salary."
But with today's reality, what motivational message can we convey to our children to encourage them to study and delve into their studies when our children respond, "Mom... Dad... even if we get high qualifications, earn a Degree, a Master's, a PhD, it's still not certain that we'll get a job or paid accordingly." What catchphrase can we use now to teach that learning should be a priority for our children? Vision Brunei 2035's first goal is for Brunei to be recognized for its knowledgeable and highly skilled population that meets the highest international standards.
We have many intellectuals, is there data on how many PhD graduates from local and overseas universities and how many are employed in their field of study, and is it known how many are asset underutilized or underpaid with their credentials? Do we have a list of individuals holding PhDs who are still unemployed or working in unrelated fields?
Question 4, the UBD, UTB education cluster is nearby and now koala is aware that Politeknik Brunei will also be located nearby. What is the actual pull factor for deciding to place these three educational institutions close together? Wouldn't it be better to have educational institutions established in each district?
UNISSA in the Temburong District. Perhaps Politeknik Brunei could be placed around industries to enhance collaboration with industries, instead of clustering in the same location.
Question 5, efficiency in language with competence in 3 languages or more than 3 languages. In a boundless global world, to prepare Bruneian children to be competitive and ready to be global workers.
Is there a rumor to encourage our children to master more than 2 languages, English and Malay to 3 or 4 on an opportunity basis without burdening children to master basic education?
That's all, Yang Berhormat Pengerusi. Kaola seeks clarification.
Yang Berhormat Pengerusi
I invite Yang Berhormat Awang Zainol bin Haji Mohamed.
Yang Berhormat Awang Zainol bin Haji Mohamed
Thank you, Yang Berhormat Pengerusi. In the name of God, the Most Gracious, the Most Merciful, peace be upon you.
Firstly, kaola would like to thank the Yang Berhormat Menteri Pendidikan, praying all efforts and planning towards making our Bruneian children knowledgeable, highly skilled, and successful will be achieved, God willing.
Kaola would like to express an opinion or suggestion regarding the recently launched educational integration system. Kaola understands this change is not easy for the ministry, teachers, parents, and students but in supporting this effort, we must find ways and cooperate to make this change more successful.
Therefore, kaola would like to suggest a program, namely the school meal program, which was previously provided during school breaks but is now no longer active. In kaola's opinion, this program can offer various benefits, providing food security during crisis times and helping our children become healthy and productive citizens.
It also helps those concerned escape from the cocoon of poverty and hunger. With the provision of this food, we can also address micronutrient deficiencies by serving a variety of foods, including those containing essential nutrients, thereby promoting healthy eating habits.
It also serves as an incentive for parents to send their children to school and continue their education, which has been our primary goal, education for all. For children from low-income families or vulnerable groups, this program acts as a social safety net and aims to support domestic or local food suppliers.
Similarly, we can care for children who do not bring packed lunches during this integration. Not all parents can afford to provide food for their children, and sometimes teachers have to step forward as a charity to provide food for them. This is indeed a very sad reality.
Therefore, this program is expected to create balance for all children with the same available food and also instill discipline among school children to eat the right food with sufficient nutrients.
It is also understood that there are some cases that require more attention with food provision suitable for their dietary needs due to health problems, allergies, and so on. But this is not an obstacle since many other countries have practiced this program.
Besides, kaola also would like to suggest that this program be provided for free to all students or for children who meet the criteria based on their family income while for others, a fee could be charged to cover the cost of food as long as it does not burden parents.
Ultimately, the results are more cost-effective not just because it's cheaper but also saves parents time who work hard daily to ensure their children have packed meals for school.
With this, parents can start their day with better quality and enthusiasm. Kaola also would like to add that aside from helping parents and school children, this program will also support our local businesses, and it does not mean one supplier will provide for all schools.
It is hoped that in the future more young people will get involved with healthy businesses, creating more opportunities for them and even securing a job when this program is set for the long term.
Therefore, kaola hopes this can be considered and funds allocated for it and hopes this program can inspire everyone to support our existing education system. That's all, thank you Yang Berhormat Pengerusi.
Yang Berhormat Pengerusi
I invite Yang Berhormat Awang Lau How Teck.
Yang Berhormat Awang Lau How Teck
Thank you, Yang Berhormat Pengerusi. Good afternoon and peace be upon you.
First, kaola would like to thank Yang Berhormat Pengerusi for the opportunity to partake in this discussion. On this occasion, kaola wishes to convey best wishes to Muslims here in this honorable hall for the fasting month.
In relation to this, kaola also wishes to extend congratulations and thanks to the Yang Berhormat Menteri Pendidikan for the introduction and presentation shared. May all efforts embarked upon benefit our children and produce excellent youth to lead the nation and country.
Yang Berhormat Pengerusi and Your Honourable Members. Speaking of excellent youth, kaola is pleased to congratulate youths actively contributing in terms of research, academics especially undergraduates involved in job attachment or internship, particularly in the agriculture and agri-food sectors.
However, in this regard, kaola seeks further clarification from the Ministry of Education regarding follow-up actions on the developments of R&D (research and development) for agriculture programs which koala believes are currently actively promoted by higher education institutes such as Universiti Teknologi Brunei, Universiti Sultan Sharif Ali, and the Institute of Brunei Technical Education.
Yang Berhormat Pengerusi and Your Honourable Members. Koala believes efforts in collecting data and information for this R&D will be more comprehensively managed, such as establishing a central information system.
Furthermore, koala wishes to follow up on a question raised by Yang Berhormat Pehin Orang Kaya Laila Setia Dato Seri Setia Awang Haji Abdul Rahman bin Haji Ibrahim in the previous session regarding the achievements and progress of programs and research outcomes that have been commercialized in higher education institutes.
In this regard, kaola would like to suggest for the ministry and relevant parties to discuss so that the agriculture program offered at IBTE could diversify its direction. For instance, one university could offer programs in the field of agriculture, while another university could offer programs in the field of fisheries instead of establishing identical programs at IBTE.
This would further encourage, especially in the development of R&D because each IBTE would have its specific focus, and it would strengthen the foundation of certain research areas.
That is all, Yang Berhormat Pengerusi. Thank you.
Yang Berhormat Pengerusi
And I invite Yang Berhormat Pengiran Haji Isa bin Pengiran Haji Aliuddin.
Yang Berhormat Pengiran Haji Isa bin Pengiran Haji Aliuddin
Thank you, wise Yang Berhormat Pengerusi.
بِسْمِ اللهِ الرَّحْمٰنِ الرَّحِيْمِ اَلْحَمْدُ لِلّٰهِ رَبِّ الْعٰلَمِيْنَ وَالصَّلٰوةُ وَالسَّلٰمُ عَلٰى أَشْرَفِ الْأَنْبِيَاءِ وَالْمُرْسَلِيْنَ سَيِّدِنَا مُحَمَّدٍ وَعَلٰي أَلِهِ وَصَحْبِهِ أَجْمَعِيْنَ. سَيِّدُ الْكَرِيْمُ وَرَحِيْمَةُ الدُّنْيَا وَرَحْمَةُ لِلْعٰلَمِيْنَ
Thank you to the Yang Berhormat Menteri Pendidikan for the introduction presented on 30 Syaaban 1445 corresponding with March 11, 2024, on the budget allocation for the Ministry of Education for the Financial Year 2024/2025.
On this occasion, kaola would like to express gratitude to the Menteri Pendidikan for responding to kaola’s follow-up letter 90 days ago concerning the issues and questions raised at the First Session of the 19th Legislative Council Meeting last year. The same gratitude is extended to the Menteri Kewangan dan Ekonomi II, the Menteri Hal Ehwal Dalam Negeri, and also to the Menteri Sumber-Sumber Utama dan Pelancongan not only for responding to kaola’s follow-up letter but also for inviting kaola for a face-to-face discussion on the issues and questions last year.
Wise Yang Berhormat Pengerusi. Kaola has several questions and suggestions for the Ministry of Education which are;
Regarding the football fields under the Ministry of Education. Kaola understands that there are 153 government schools whose maintenance is managed by 3 appointed companies, including the maintenance of 117 football fields. Out of these 117 fields, 90 are grass fields while 27 are artificial turf. If we look around, it seems that some fields are neglected, with some having patches without grass in the middle, and for artificial turf fields, water pools during rain and some fields are unplayable due to severe damage.
Kaola wonders why, if these 3 companies are contracted with the Ministry of Education with the scope of maintaining schools including these football fields, why are the conditions of these fields as such. Is it a scope of contract for field maintenance overlooked or poorly monitored? If it’s within the scope of contract and the companies are unable to maintain these fields, aside from taking appropriate action against these companies, why not just rent them out to national football clubs for their use and management. Kaola believes these fields would be better taken care of and maintained by clubs that would constantly use and look after them.
Also related to these football fields, why are some football fields accessible to the villagers and some are not? For example, one school located in the Tutong District is not allowed to be used meanwhile elephant grass grows which could speed up damage to the field, resulting in the field being neglected and unusable. If the expected use of the field is up to 10 years, but because of the growth of elephant grass and various weeds destroying the field, this would shorten its lifespan. Isn’t this an issue of leakage in the use of government allocation and contrary to the concept of being more frugal? Hence, kaola’s question is related to the above question and suggestion.
Allow kaola in this honorable hall to share the cost prices. These prices are from the year 2008/2009 but it’s unknown the current prices. Building an artificial field for primary schools is $209,000, where the installation of artificial turf itself is $120,000. This is for a small field for primary schools. While for secondary schools like Sekolah Menengah Jamalul Alam (SMJA) it is $574,000, half a million, where the installation of artificial turf alone is $264,000 for a large field.
Whereas, the cost of replacing artificial turf alone, if damaged, for primary schools is estimated at $80,000, while for secondary schools it is $280,000 like Sekolah Menengah Jamalul Alam (SMJA). The monthly maintenance cost of artificial turf for primary schools is $120 a month until the contract of 5 years making it $7,200. While for secondary schools, it’s $140 a month where the total is $8,400 if for 5 years.
Regarding the allocation for the existing learning system in IBTE, especially the teaching tools or equipment for students' practical sessions in in-campus hands-on training. If kaola refers to the 2024 budget, why is there no allocation for the purchase of practical learning tools? In kaola's opinion, these tools are very crucial in ensuring students acquire the desired skills while they are on campus and to support the methods of programs that require hands-on and Dual TVET program that kaola raised during the Legislative Council Meeting session last year.
What kaola wishes to raise here is about the agriculture and agrifood syllabuses in secondary schools. As we are aware, the food sector is a strategic investment in the main sectors. Meanwhile, agriculture and agrifood are one of the sub-sectors supporting the agenda of diversifying the country's economy. We need to have many citizens involved in this field. What kaola would like to suggest here is, if it is not too much trouble, to make agriculture and agrifood as one of the subjects or at least agricultural and agrifood content to be given special emphasis in the curriculum in secondary schools nationwide including private schools.
What is understood at this time, this field is only introduced at technical and university levels. Kaola believes by incorporating this field at the secondary level, more citizens, particularly secondary school students, will be exposed to and trained to venture into agriculture and agrifood from an early stage.
Regarding the estimation of RKN-12 Development Expenditure, with code 1201-012, which is an allocation totaling $100 million for the permanent campus of Politeknik Brunei. Kaola’s question, what is the rationale and justification for this large allocation? Second, have any steps been considered for this polytechnic to generate income hence showing value for money spent either showing tangible financial or other intangible benefits aside from financial.
And lastly, about the estimation of RKN-12 Development Expenditure, with code 1201-025, which is $20 million allocated for the construction of the UBD Innovation Hub. Kaola seeks clarification on the construction of this hub and in terms of what benefits will be achieved because we already have Knowledge Hub and I-Centre. Isn’t this a duplication?
With the existence of UBD Innovation Hub, will it yield income for UBD and the government? What kaola means and in kaola's opinion, in the process of producing Brunei-made products, it goes through 4 stages, which are Research, Development, Innovation, and Commercialization (RDIC).
If UBD Innovation Hub is focused on these 4 stages especially Commercialization, it indeed will be able to generate income for UBD and the Government.
That is all,
وبالله التوفيق والهداية. والسلام عليكم ورحمة الله وبركاته
Thank you, Yang Berhormat Pengerusi.
Yang Berhormat Pengerusi
Please, Yang Berhormat Menteri Pendidikan.
Yang Berhormat Menteri Pendidikan
Thank you to all Yang Berhormat for the questions posed.
Kaola would like to first address the question from Yang Berhormat Awang Zainol bin Haji Mohamed about the School Meal Program to further facilitate the implementation of the integration system.
Actually, before the integration system was implemented, children indeed went back home at noon, and they would eat lunch at home or were taken by their parents to restaurants.
A good suggestion, this School Meal Programme. It has been considered by the ministry along with other relevant agencies. However, there are also views that sometimes children are given the same food, some of whom do not eat. So, from observations in schools, there is uneaten food. So, there are also benefits and disadvantages to this School Meal Programme because of wastage and so on.
Even though, God willing, this matter will be brought back for consideration. For teachers providing the food, perhaps the time has come for "kitani" to share responsibility for these children, not just relying too much on teachers, because it's not the teacher's job to provide food. So, to share responsibility for the children. That is "kitani"'s collective duty.
Secondly, the question from Yang Berhormat Awang Lau How Teck regarding R&D (Research and Development) from UTB and UNISSA, and related questions. Actually, regarding graduates and so on, I have already answered during my response to the question from Yang Berhormat Dayang Hajah Rosmawatty binti Haji Abdul Mumin. But for the research part, God willing, will be shared once I have information about it. So as not to have duplication, indeed different institute will offer programs that might sound the same but the level of mastering the programme is not the same.
For example, IBTE will offer programs at level 4 that will allow them to meet the requirement to continue their education at UTB and UNISSA for level 5. So, to answer comprehensively, in the name of Allah, it will also be answered in writing.
The question from Yang Berhormat Pengiran Haji Isa bin Pengiran Haji Aliuddin is about football fields. Why are some schools not allowing it? There might be specific reasons. This will be inquired again. There might be specific reasons those schools are not allowing it.
Yang Berhormat Pengerusi
The questions that were raised about certain projects in the RKN-12. It would be better for "kitani" to leave those questions and we will hear more explanations later when "kitani" discusses the RKN budget that "kitani" will review. So, not to repeat.
When "kitani" discusses RKN, that's also what "kitani" will talk about. So, "kitani" wastes a lot of time on matters that are repeatedly brought up.
So, I hope Your Honourable Members will respect that our time is limited. So, it would be better for "kitani" to focus our attention on matters that "kitani" should settle and "kitani" will be able to resolve them. These matters should not be repeatedly mentioned in "kitani"'s meeting. Please, Yang Berhormat Menteri Pendidikan.
Yang Berhormat Menteri Pendidikan
Thank you, Yang Berhormat Pengerusi. Kaola will not touch on the RKN-12 estimates regarding the Polytechnic and also UBD Innovation Hub.
In the name of Allah the Most Gracious, the Most Merciful, when the time comes, kaola / I will share information about it. Regarding agriculture as a subject, actually, it's one of the subjects that can be offered in STEAM. If STEAM, in fact, has three components, Science, Mathematics, and also Arts. Arts include the agriculture component. In the name of Allah the Most Gracious, the Most Merciful, for example, if the school is capable and there are also other parties that can help, the subject of agriculture will be offered in schools that are able to offer it.
I seek refuge in Allah from the accursed Satan. Kaola has finished answering three questions from Your Honourable Members and there is one more question left from Yang Berhormat Awang Haji Salleh Bostaman bin Haji Zainal Abidin. There are many questions here.
Regarding several questions from PISA. The important teachings from PISA 2018 and also 2012. Yes, it's true for the PISA 2022 achievement, "kitani" have seen a very significant improvement from the year 2018. However, it still has not placed our country "kitani" in the top half of the countries. Although "kitani" is one of only four countries participating in this assessment that has recorded improvements in all three domains, namely Science, Mathematics, and Reading.
The main lesson that "kitani" should appreciate here is this improvement means it's caused by what "kitani" have done. Our strategies are successful and "kitani" will further improve these strategies. If "kitani" can strengthen them even more.
Among the initiatives to be implemented are reviewing the curriculum content again, increasing the quality of teaching and learning, the quality of professional development of the teachers, and also the quality of continuous assessment, self-assessment for students, and further expanding the use of digital technology.
If earlier, Yang Berhormat congratulated the Ministry of Education. It would be best for "kitani" to jointly give that congratulations to all the teachers, educators in Brunei Darussalam because without them, "kitani" could not achieve such an improvement. Also to parents for the continuous support and encouragement given to their children.
About the correlation between the results and exposure to basic early childhood education or early childhood education exposure. Actually, the effectiveness of the program when they followed the Early Childhood Program, it cannot be assured whether it was effective or not. The effectiveness of that program because there are no items in PISA that touch on it but if it just follows, we do not know the quality.
There is a correlation showing good results in PISA and involvement in early childhood learning, there is such a correlation. The findings obtained from PISA 2022, showing students from Brunei Darussalam have obtained higher scores especially in the domain Mathematics. If they attend school at an early stage, namely early childhood education.
Praise be to Allah, amendments have been made in the Compulsory Education Act 2011, where the compulsory age of "kitani" children was lowered from six years to five years. For the students who participated in PISA 2022, 75% of these students is quite big, who have followed at least one year of early childhood education. So, if 100% of "kitani" children follow early childhood education and "kitani" further increases there is a correlation between the two, may Allah bless "kitani" hope to see an improvement in PISA.
The cumulative expenditure per student, its comparison with other countries. Indeed, OECD PISA does report on the expenditure of participating countries in education in terms of cumulative expenditure per student over the theoretical period of study, there is a correlation between expenditure or expenditure with achievement. Perhaps Yang Berhormat has seen the graph in the PISA analysis, there is a correlation with R^2 0.5.
But if "kitani" looks more closely, it's here but it's flat and where the position of Brunei Darussalam, it's here where the average expenditure per student is indeed very high. "Kitani" must remember that high expenditure is due to a few factors. Among the factors is sometimes because our schools have only 15 students, there are 20 and so on while if you look at the average in other states it might be many thousands of students per school.
So it can cause the expenditure per student to be high. It means there's a margin of error. If in terms of its statistics "kitani" also have to take into consideration. Having said that, when the graph previously lands next to Brunei, which is the highest there. It means when it reaches a point, there are other factors again that can be the main cause or have a correlation with achievement.
In another analysis, there is a slightly higher correlation with the level of R^2 0.6 where the Gross Domestic Product (GDP) is also a factor. Economic status, social, cultural, and so forth factors.
In another thought also, in the year 2022 indeed "kitani" had spent an allocation of x thousand but from that x thousand, in that year 70% of that expenditure was to pay salaries and 30% was used for Recurring Expenditure. 70% of that was to pay the salaries of the teaching and also non-teaching staff which totaled more than $12,000.
So, that 30% from that x thousand, that’s what "kitani" use for educational services, scholarships, grants, utilities, and so forth.
Going back to other countries, which maybe "kitani" compare. "Kitani" does not know from the x amount of budget they have, what percentage they pay for salaries and what percentage they use for educational activities or their educational services.
Regarding data analysis. Can "kitani" analyze data and statistics like artificial intelligence and predictive tool to identify PISA areas to further improve "kitani" achievement? Actually, after "kitani" received the result from PISA, indeed "kitani" have done a lot of simulation with the data and analyzed those data.
Although it is not easy because if "kitani" were to follow "dorang", some of "dorang" have left, for example in the year 2018, some have already left the schooling system and so on. So "kitani", if we want to make an analysis of per cohort, "kitani" can only do it in a stratified manner. But, yes "kitani" have managed to find some predictive tools that can be used and the team, by the grace of God, has been able to use predictive tools such as rush model analysis RN Conquest to calculate linear and multiple regression and other predictive analysis. The answer is there. Student dropout, distribution of the Mandatory Education Act, this question has already been answered earlier, where "kitani's" approach is now different for those who are not schooled, those who are dropped out, they can come back to us and this is very interesting Yang Berhormat asked what catch phrase for this education, even though studied high but not working. I tried hard but this is the best I can say, I think educated unemployed is still much better than uneducated unemployed.
Regarding the proposal to increase the Mandatory Education age to 18 years. This matter has actually been discussed at the level of the National Education Council (MPK) meeting on February 15, 2016. Based on the results of that meeting, there is no correlation between a longer schooling period and a reduction in unemployment problems.
Instead, issues such as creating economic resources other than the oil and gas industry are more relevant to consider because it can provide many job opportunities for local children.
Regarding the language, the last question. In addition to the Malay and English subjects as core subjects, indeed the Ministry of Education through the Curriculum Development Department also provides language curricula such as French, Arabic, and Mandarin. These three languages are offered as elective subjects only, not core in secondary schools and colleges.
In 2023, a total of 27 secondary schools and colleges have offered Arabic language subjects with a total of 2,699 students participating and 172 who have followed Mandarin language learning. At this time, unfortunately, French language still cannot be offered due to the lack of teaching staff.
The Ministry of Education welcomes the suggestion of Yang Berhormat on diversifying other languages in the school curriculum and, God-willing, this matter will be discussed again at the ministry level, taking into account its relevance and importance to the students. Thank you.
Yang Berhormat Pengerusi
Thank you, Yang Berhormat Minister of Education. I understand that Yang Berhormat Minister of Primary Resources and Tourism would like to make an intervention.
Yang Berhormat Menteri Sumber-Sumber Utama dan Pelancongan
Thank you, Yang Berhormat Pengerusi. Kaola would like to respond to the question posed by Yang Berhormat Awang Lau How Teck regarding studies made by higher education institutions on agriculture and agri-food.
In fact, there is a collaboration between the Department of Agriculture, the Department of Fisheries with higher education at this time, where the findings of those research, the results are used to enable the department to provide a formulation or a more effective strategy to our farmers at this time.
For example, collaborating with UNISSA, there are currently 3 researches for soil improvement for farms in this country, using chicken manure, organic farming concept, and also other techniques. These are 3 researches done by UNISSA.
In addition, with UNISSA, a study regarding vertical farming, introduction to vertical farming, implication to productivity. This research was conducted by UNISSA in collaboration with the Department of Agriculture. In addition, 'kita' on behalf of the environment, get assistance with UNISSA in studying shelf life to maintain the freshness of 'kitani's' agricultural produce. This is a research conducted by UNISSA to help reduce waste in crops.
With UTB, 'kitani' have conducted research and packaging and also research in irrigation on farming. And IBTE is now using paddy farming trial. God willing, in a short time, the Department of Fisheries will involve UNISSA in conducting studies together with the Singapore broodstock development (breeding and hatchery). God willing, this will be able to be implemented in a short while to allow 'kitani' to increase the capacity to provide fish breeds in this country. Thank you very much. Thank you, Yang Berhormat Pengerusi.
Yang Berhormat Pengerusi
Thank you, Yang Berhormat Minister of Primary Resources and Tourism. We express our heartfelt thanks to Yang Berhormat Minister of Education for having answered so many questions posed by the Your Honourable Members Who Have Been Appointed.
And this also shows how much interest there is among Your Honourable Members concerning this world of education and it is also a priority whether to families or even communities that education is a very important aspect in our lives.
However, 'kitani' have seen Yang Berhormat Minister of Education has answered the questions posed and also he has promised to provide his answers in writing for questions that have not yet been clearly answered.
Your Honourable Members, I think we have finished discussing the Ministry of Education’s Budget Title and we have given the opportunity to all Members to debate it.
Therefore, I think it would be good for us to vote on Title SF01A to SF06A.
Your Honourable Members who agree, please raise your hand.
(All Members raise their hands in agreement)
Thank you, it seems all Your Honourable Members agree, thus Title SF01A to SF06A are approved.
Yang Mulia Jurutulis
Title SF01A to SF06A for the Ministry of Education is made part of the Schedule.
Yang Berhormat Pengerusi
Your Honourable Members, أشكركم that we have now finished approving the Budget Titles under the Ministry of Education.
I think that's all for our discussion at this Committee Stage, so we will adjourn this Committee Meeting for now and will convene again at the State Legislative Assembly Conference.
(The Committee Meeting is adjourned)
(The Assembly reconvenes)
Yang Berhormat Yang Di-Pertua
Your Honourable Members. We are now reconvening in the conference of the State Legislative Assembly.
I think that's all for our session today. I adjourn the conference of the State Legislative Assembly and we will reconvene, God-willing, tomorrow, Thursday, March 14, 2024, starting from 10.00 am.
That's all,
وابله التوفيق والهداية. والسلام عليكم ورحمة الله وبركاته
(The Assembly is adjourned)
HADIR
YANG DI-PERTUA
Yang Berhormat Pehin Orang Kaya Seri Lela Dato Seri Setia Awang Haji Abdul Rahman bin Dato Setia Haji Mohamed Taib, P.S.N.B., S.L.J., P.H.B.S., P.J.K., P.K.L., Yang Di-Pertua Majlis Mesyuarat Negara, Negara Brunei Darussalam.
AHLI RASMI KERANA JAWATAN (PERDANA MENTERI DAN MENTERI-MENTERI)
Kebawah Duli Yang Maha Mulia Paduka Seri Baginda Sultan Haji Hassanal Bolkiah Mu'izzaddin Waddaulah ibni Al-Marhum Sultan Haji Omar 'Ali Saifuddien Sa'adul Khairi Waddien, Sultan dan Yang Di-Pertuan Negara Brunei Darussalam, Perdana Menteri, Menteri Pertahanan, Menteri Kewangan dan Ekonomi dan Menteri Hal Ehwal Luar Negeri, Negara Brunei Darussalam.
Duli Yang Teramat Mulia Paduka Seri Pengiran Muda Mahkota Pengiran Muda Haji Al-Muhtadee Billah ibni Kebawah Duli Yang Maha Mulia Paduka Seri Baginda Sultan Haji Hassanal Bolkiah Mu'izzaddin Waddaulah, D.K.M.B., D.P.K.T., King Abdul Aziz Ribbon, First Class (Saudi Arabia), The Order of the Renaissance (First Degree) (Jordan), Grand Cross of Crown Order - G.K.K., (Netherlands), Medal of Honour (Lao), DSO (Singapore), Order of Lakandula With The Rank of Grand Cross (Philippines), The Order of Prince Yaroslav the Wise, Second Class (Ukraine), Darjah Kerabat Johor Yang Amat Dihormati Pangkat Pertama (Johor), DSO (Military) (Singapore), P.H.B.S., Minister in the Prime Minister's Office, Negara Brunei Darussalam.
Yang Berhormat Pehin Orang Kaya Laila Setia Bakti Di-Raja Dato Laila Utama Haji Awang Isa bin Pehin Datu Perdana Menteri Dato Laila Utama Haji Awang Ibrahim, D.K., S.P.M.B., D.S.N.B., P.H.B.S., P.B.L.I., P.J.K., P.K.L., Special Advisor to His Majesty the Sultan and Yang Di-Pertuan Negara Brunei Darussalam and a Minister in the Prime Minister's Office, Negara Brunei Darussalam. (Not present due to official duties)
Yang Berhormat Pehin Udana Khatib Dato Paduka Seri Setia Ustaz Haji Awang Badaruddin bin Pengarah Dato Paduka Haji Awang Othman, P.S.S.U.B., D.P.M.B., P.H.B.S., P.B.L.I., P.J.K., P.K.L., Minister of Religious Affairs, Negara Brunei Darussalam.
Yang Berhormat Pehin Datu Lailaraja Major General (R) Dato Paduka Seri Haji Awang Halbi bin Haji Mohd. Yussof, D.P.K.T., S.M.B., P.H.B.S., Minister at the Prime Minister’s Office and Minister of Defence II, Negara Brunei Darussalam.
Yang Berhormat Dato Seri Setia Dr. Awang Haji Mohammad Isham bin Haji Jaafar, P.S.N.B., D.P.M.B., Minister of Health, Negara Brunei Darussalam.
Yang Berhormat Dato Seri Setia Dr. Awang Haji Mohd. Amin Liew bin Abdullah, P.S.N.B., S.P.M.B., Minister at the Prime Minister’s Office and Minister of Finance and Economy II, Negara Brunei Darussalam.
Yang Berhormat Dato Seri Setia Awang Haji Erywan bin Pehin Datu Pekerma Jaya Haji Mohd. Yusof, P.S.N.B., S.P.M.B., P.J.K., P.I.K.B., Minister of Foreign Affairs II, Negara Brunei Darussalam.
Yang Berhormat Dato Seri Setia Awang Haji Ahmaddin bin Haji Abdul Rahman, P.S.N.B., S.P.M.B., P.S.B., P.I.K.B., Minister of Home Affairs, Negara Brunei Darussalam.
Yang Berhormat Dato Seri Setia Dr. Awang Haji Abd. Manaf bin Haji Metussin P.S.N.B., S.P.M.B., S.N.B., S.M.B., P.S.B., P.K.L., Minister of Primary Resources and Tourism, Negara Brunei Darussalam.
Yang Berhormat Dato Seri Setia Awang Haji Muhammad Juanda bin Haji Abd. Rashid P.S.N.B., D.P.M.B., P.I.K.B., Minister of Development, Negara Brunei Darussalam.
Yang Berhormat Datin Seri Setia Dr. Dayang Hajah Romaizah binti Haji Md. Salleh P.S.N.B., S.P.M.B., P.I.K.B., P.K.L., Minister of Education, Negara Brunei Darussalam.
Yang Berhormat Pengiran Dato Seri Setia Shamhary bin Pengiran Dato Paduka Haji Mustapha P.S.N.B., P.S.B., Minister of Transport and Infocommunications, Negara Brunei Darussalam.
Yang Berhormat Dato Seri Setia Awang Haji Nazmi bin Haji Mohamad P.S.N.B., S.M.B., P.I.K.B., Minister of Culture, Youth and Sports, Negara Brunei Darussalam.
AHLI YANG DILANTIK ORANG-ORANG YANG BERGELAR
Yang Berhormat Pehin Orang Kaya Laila Setia Dato Seri Setia Awang Haji Abd. Rahman bin Haji Ibrahim P.S.N.B., D.P.M.B., P.H.B.S., P.I.K.B., P.K.L.
Yang Berhormat Pehin Orang Kaya Johan Pahlawan Dato Seri Setia Awang Haji Adanan bin Begawan Pehin Siraja Khatib Dato Seri Setia Haji Md. Yusof, P.S.N.B., D.P.M.B., P.H.B.S., P.J.K., P.I.K.B., P.K.L.
Yang Berhormat Pehin Orang Kaya Indera Pahlawan Dato Seri Setia Haji Awang Suyoi bin Haji Osman, P.S.N.B., D.P.M.B., P.J.K., P.I.K.B., P.K.L.
AHLI YANG DILANTIK ORANG-ORANG YANG TELAH MENCAPAI KECEMERLANGAN
Yang Berhormat Dayang Hajah Safiah binti Sheikh Haji Abd. Salam, S.U.B., P.I.K.B., P.K.L.
Yang Berhormat Awang Lau How Teck, P.S.B.
Yang Berhormat Dayang Chong Chin Yee, P.I.K.B.
Yang Berhormat Dr. Awang Haji Mahali bin Haji Momin, S.M.B., P.I.K.B., P.K.L.
Yang Berhormat Awang Haji Salleh Bostaman bin Haji Zainal Abidin, S.N.B., S.M.B., P.I.K.B.
Yang Berhormat Dayang Hajah Rosmawatty binti Haji Abdul Mumin, S.M.B., P.S.B.
Yang Berhormat Pengiran Haji Isa bin Pengiran Haji Aliuddin, P.I.K.B.
AHLI YANG DILANTIK MEWAKILI DAERAH-DAERAH
Yang Berhormat Awang Amran bin Haji Maidin, P.I.K.B., P.K.L., Penghulu of Mukim Lumapas - Daerah Brunei dan Muara.
Yang Berhormat Awang Lawi bin Haji Lamat, P.K.L., Head of Kampung Subok - Daerah Brunei dan Muara.
Yang Berhormat Awang Zainol bin Haji Mohamed, Head of Kampung Putat - Daerah Brunei dan Muara.
Yang Berhormat Awang Mohamad Ali bin Tanjong, P.K.L., Head of Kampung Lumapas 'B' – Daerah Brunei dan Muara.
Yang Berhormat Awang Haji Daud bin Jihan, P.I.K.B., P.K.L., Head of Kampung Belimbing – Daerah Brunei dan Muara.
Yang Berhormat Awang Haji Md. Salleh bin Haji Othman, P.I.K.B., Penghulu of Mukim Bukit Sawat – Daerah Belait.
Yang Berhormat Awang Mohammad bin Abdullah @ Lim Swee Ann, Head of Kampung Bukit Sawat – Daerah Belait.
Yang Berhormat Awang Haji Mohamad Danial @ Tekpin bin Ya'akub, P.I.K.B., Penghulu of Mukim Ukong – Daerah Tutong.
Yang Berhormat Awang Abdul Aziz bin Haji Hamdan, Head of Kampung Sengkarai – Daerah Tutong.
Yang Berhormat Haji Awang Sulaiman bin Haji Nasir, P.S.B., P.I.K.B., P.K.L.P., Head of Kampung Labu Estet dan Piasau-Piasau – Daerah Temburong.
HADIR BERSAMA
Her Excellency Dr. Dayang Hajah Huraini binti Pehin Orang Kaya Setia Jaya Dato Paduka Awang Haji Hurairah, P.S.B., P.I.K.B., P.K.L., Clerk of the Legislative Council of Negara Brunei Darussalam.
His Excellency Pengiran Hajah Zaidah binti Pengiran Haji Petra, Acting Deputy Clerk of the Legislative Council, Negara Brunei Darussalam.
(The Council convened at 10.00 a.m.)
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