Developing an ASEAN Lifelong Learning Agenda (SEAMEO-UNESCO Project) page 1

ANNEX 1: TEMPLATE FOR COUNTRY PLAN

Please complete this form and submit it to SEAMEO CELLL (director@seameocelll.org) by
27 May 2016 to be considered for financial support. If your country does not need financial
support, kindly submit this form by 03 June 2016.
1 Country name: Brunei Darussalam
2 Responsible institution: IBTE and UBD
3 Contact persons name and E mail address: Hajah Norhakimah binti Haji Mohd Nor,
norhakimah_nor@sbvs.moe.edu.bn
4 Provisional title of report: An overview of Lifelong Learning Opportunities in Brunei
Darussalam
5 Categories of successful lifelong learning practices (please select up to three major
categories your country would like to share as successful practice.)
PURPOSES OF LIFELONG LEARNING
Gender equality and womens empowerment through lifelong learning
Poverty reduction
Teachers and facilitators continuing professional development
Sustainable development through lifelong learning
SYSTEMS OF LIFELONG LEARNING
Financing for lifelong learning
Measures to address low participation and exclusion in lifelong learning
Linking different sectors (e.g. Ministry of Agriculture, Ministry of Labour) for lifelong
learning
Collaborations with private and social partners
Multiple and flexible learning pathways for children and adolescents
Recognition, validation and accreditation of nonformal and informal learning
Other approaches linking different forms of learning
Monitoring and evaluating lifelong learning policies and strategies
Research for lifelong learning (e.g. impact assessment)
SITES OF LIFELONG LEARNING
Learning and education practices bridging different sites for lifelong learning (e.g.
schools, higher education, workplaces, libraries, museums, tourist sites)
Community-based learning places and centres
Building learning environments in families, communities, cities and regions
Using distance and ICT-based lifelong learning strategies
Others:
6 Government policies and legislation (please provide a brief description of policy/
legislation which will be covered in the report and describe how national and local legislation
is passed in your country):
In Brunei Darussalam, the Ministry of Education oversees various policies and legislations
pertaining to lifelong learning opportunities.
1) Teachers and facilitators' continuing professional development
At the Ministry level, the Ministry of Education, through the Brunei Darussalam Teacher
Academy (BDTA) offers a platform for teachers to share evidence-based best practices with
other teachers from other schools.

Developing an ASEAN Lifelong Learning Agenda (SEAMEO-UNESCO Project) page 2

2) Linking different sectors for lifelong learning

Technical and vocational education and training (TVET) system in Brunei is currently
undergoing a major transformation which was announced by His Majesty the Sultan and
Yang Di-Pertuan Brunei Darussalam on 27 th May 2014, where he endorsed three important
documents pertaining to the transformation:
1. Institute of Brunei Technical Order 2013,
2. Technical and Vocational Education Transformation White Paper,
3. Brunei Darussalam Technical Education Upgrading Plan 2013-2018
One of the key features of IBTE transformation is a "Competency-based" curricula that
conform to the quality and standards expected by the relevant industries, which are also
involved in jointly developing the curricula. In response, Energy Industry Competency
Framework (EICF), a collaboration between the Ministry of Education and Department of
Energy and Industry at the Prime Ministers Office, was established, aimed to create a local
workforce equipped with skills to make them more marketable to the oil and gas industry.
IBTE is also looking to collaborate with non-oil and gas companies to develop its Industry
Competency Framework (ICF).
7 Levels of education covered in the teaching-learning content of chosen successful
practice(s) (please describe in terms of International Standard Classification of Education
(ISCED)1 or by school education level):
1. Government and non-government preschool to higher education institutions
2. ISCED Level 4, Post-Secondary Non-Tertiary Education
3. Informal & non-formal education
8 Age group and specific characteristics of learners in the chosen successful
practice(s):
1. Teachers (ranging from preschool teachers to IBTE instructors and higher education
lecturers) teaching various subject areas with special emphasis on core subjects such as
Mathematics, Science and English Language.
2. 16 - 23 years old, Post Secodary
3. School Leavers and working adults
9 Activities planned for writing a national report (desk review, interviews, field visits):
May : Identifying research team members and their contributions
June : Literature review, identifying key people for survey/interview, preparing survey
instruments and interview questions
July : Conducting survey/interview and workshops, Data analysis and Report writing
August : Final data gathering, analysis and reporting

10 Budget (if you would like to request financial support from SEAMEO CELLL, please
provide a budget proposal):
Financial support is not required from SEAMEO CELLL
Financial support is requested from SEAMEO CELLL

1 UNESCO Institute for Statistics .2012. International Standard Classification of Education: ISCED 2011 [online].

Developing an ASEAN Lifelong Learning Agenda (SEAMEO-UNESCO Project) page 3

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