Brunei Darussalam

The purpose of this report is to provide insight into transversal skills education in Technical and Vocational Education and Training (TVET) by examining teaching and assessment of these skills in selected countries of the Asia-Pacific region. There are different understandings and conceptualizations of transversal skills across countries but in general these skills refer to a number of important competencies for life and work (namely communication, entrepreneurship, problem-solving, innovation, collaboration skills, etc.) that can be acquired through education and training and can help people better progress through pathways between education levels and across employment sectors.

Today’s globalised and highly competitive environment calls for a productive workforce that is skilful, efficient (doing things right), effective (doing right things) and innovative. This is imperative for any nation that seeks to build a knowledge-based economy via highly competent, well-educated human resource capital. According to a report by APEC Economic Committee (November 2000), "...in a knowledge based economy, there is a high proportion of people who have completed secondary ed-ucation (to exit, 'year 12' level), who have post-secondary qualifications, and (most characteristically) who are engaged in continuing education". Technical and Vocational Education and Training (TVET) which is increasingly considered as part of mainstream education, creates important pathways towards enhancing competencies for honing employability skills necessary for creating a highly successful economy.

Policy makers, administrators and educators in various fields of TVET have all agreed that TVET plays an important role in the economic and social development of a nation. To become more effective in managing its human resources and develop an integrated approach to skills development, there is a need to re-think the current position of TVET system in Brunei Darussalam.

Plans of actions which are presented in this 5-year Strategic Plan (2013 –2018) required for the modernisation of TVET in Brunei falls under 6 broad themes: (i) course restructuring; (ii) expanding apprenticeship options; (iii) progression opportunities; (iv) upgrading the training environment; (v) scheme of service; and finally (vi) renaming DTE and vocational institutes. In conclusion, this report purposes to apply the proposals mentioned with a view to achieving the objectives, goals and way forward.

Governments and policy makers recognise the importance of Technical and Vocational Education (TVE) in the social and economic development of people and nations. A dynamic system, TVE faces many challenges, including the growing expectations of the young in an increasingly competitive global environment. But, despite the many efforts, the quality, standards and outcomes often remain elusive. The public image remains negative. National education systems continue to be driven by an over emphasis on academic education at the expense of building a quality TVE which can better serve the needs of individuals and the economy.

Brunei Darussalam, a small but “well-to-do” economy, is not immune to the dynamics and forces driving change in society and the world. In responding to the national vision of a modern, harmonious and progressive society, the 21st Century New Education System (SPN21) initiative was introduced in 2008 to build a more educated and skilled workforce. A strategic policy shift in education to support Brunei Vision 2035, SPN21 ensures that all students will have at least 10 or 11 years of schooling before progressing to the Sixth Form, Polytechnic or TVE under the Department of Technical Education (DTE).

Thus, the ultimate proposal in this white paper is the need to restructure and establish a new system of technical and vocational education which is better aligned with the social and economic needs of the country. It calls for a fundamental shift in policy and the transformation of the present system under DTE. Replacing the DTE, will be a new autonomous post-secondary educational institution called “Brunei Technical Education” (BTE). This paper provides the rationale, proposed changes and timeframe for transforming technical and vocational education in Brunei Darussalam.

This study is part of the Regional Cooperation Platform for Vocational Teacher Education in Asia (RCP) research series aimed at practitioners seeking practical guidelines. The paper is based on a workshop held at Nanyang Polytechnic in Singapore in June 2013. It discusses the approaches and strategies for organizational development of TVET teacher training institutions from Brunei, Cambodia, China, Indonesia, Laos, Philippines and Vietnam.