Science education provision in secondary schools - …unesdoc.unesco.org/images/0012/001202/120273eo.pdf · Science education provision in secondary schools in Brunei Darussalam Sharifah

Science education provision in secondary schools in Brunei Darussalam

Sharifah Maimunah bt. Syed Zin

Paris 1999

U N E S C O : International Institute for Educational Planning Ministry of Education, Government of Brunei Darussalam

The views and opinions expressed in this booklet are those of the authors and do not necessarily represent the views of U N E S C O or of the H E P . The designations employed and the presentation of material throughout this review do not imply the expression of any opinion whatsoever on the part of U N E S C O or H E P concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries.

This volume has been printed in IIEP's printshop

International Institute for Educational Planning 7 - 9, rue Eugène-Delacroix, 75116 Paris

© UNESCO November 1999

Working Document

Contents

Acknowledgements 7

Chapter 1 Introduction 9

1. Developments in science education 11 2. The research purposes 12 3. The research approach 15 4. The organization of the report 16

Chapter 2 Science education in Brunei Darussalam: an overview 19

1. Overview of the Brunei Darussalam education system 19 2. Patterns of enrolment 22 3. The allocation and selection of students 35 4. Public examinations at lower- and upper-secondary levels 36 5. Organization and delivery of the science courses 45 6. Resources and support 46 7. Science teachers 49 8. Issues and observations 51

Chapter 3 The supply of and demand for science school leavers 53

1. Flows of students 53 2. Opportunities in post-secondary education, higher

education and training 55 3. Opportunities in science-related employment 62 4. Current labour market signals 64 5. Issues and observations 71

Chapter 4 Science education in practice 73

1. Introduction 73 2. The survey 73 3. The case studies 78 4. Major findings 84 5. Summary and conclusions 159

Chapter 5 Implication for policies and planning 165

1. Major findings 166 2. Implications and suggestions 176 3. Conclusion 187

Appendices 189

References 203

List of tables 205

Acknowledgements

Various people were involved in getting this study completed. First and foremost, w e would like to express our special thanks to the Honorable Deputy Minister of Education for his thoughts and insights on science education. W e also would like to thank the Permanent Secretary of Education, the Director-General of Education and the Special Duty Officer to the Ministry for their views and concerns. W e are grateful to the Directors of the various Departments and the senior officers of the Ministry, particularly to the Director of the Department of Planning, Development and Research, for their co-operation and support in providing the various materials and data.

Our sincere appreciation goes to other organizations that were consulted. Senior staff of the Education and Science Faculties of the University Brunei Darussalam and the Institute Technology of Brunei gave us useful information on higher education. Brunei Shell Petroleum C o m p a n y Sendirian Berhad and the Royal Brunei Airlines gave interesting insights into the employment prospects. The Ministry of Development and the Economic Planning Unit gave us valuable information on national policies and priorities.

Our gratitude goes to all the school principals, teachers and staff involved in the study w h o gave their time in responding to our inquiries. Our case studies would not have been possible without their co-operation and openness to receive the case-study team.

7

W e would like to thank the Ministry of Education, Brunei Darussalam, for the financial support and the International Institute for Educational Planning, Paris, for providing guidance and direction.

Research team members

Ministry of Education, Brunei: Hajah Sapiah binti Haji Sabtu Hajah Roslijah binti Mat Safar Freddy H o M u n Wai Rokiah binti Taha Hajah Sen binti Haji Simpun Hajah Latifah binti Hj U m a r Dayangku Hajah Rakiah binti Pg. Hj. Bakar Lim Guat G o o Haji Ramli bin Ismail Habibah binti Sion Hajah Ahbibah binti Hj . M d . Said

International Institute for Educational Planning: Françoise Caillods Sharifah Maimunah bt. Syed Zin M d . Monoto bin Kosnan

8

Chapter 1

Introduction

M a n y countries have given priority to the development of science and technology as both are crucial for the modernization and growth of economic and social systems. The need to keep abreast with the advancement of technology will require personnel with scientific knowledge and skills. It is therefore not surprising that huge investments are made in science education and the development of h u m a n resources in this field.

O n e issue that remains a concern in m a n y countries is whether the products of the school system are able to meet national manpower requirements in science-related fields both in terms of quantity and quality. To what extent is the provision for science education in schools meeting the desired expectations, and have objectives at the school level been met in practice? It is with these concerns that several countries undertook to study their o w n respective situations on the provision of science education in schools. It is envisaged that a deeper understanding of current practices in this area could provide indications and directions that these countries m a y want to develop for the future.

Brunei Darussalam's concern is similar to that faced by other countries. The country's economy rests mainly on its major reserves of

9


petroleum and natural gas and the nature of work requires personnel with scientific skills and knowledge. It is estimated that petroleum reserves are sufficient to enable production to be maintained at current levels until at least the year 2014, while natural gas reserves are estimated to cover all needs by the year 2022. This heavy dependence on a highly valuable resource has profound implications for the growth and structure of the economy. The country has one of the world's highest levels of national income per capita. With a population of about 280 000, the country also suffers from acute labour shortages notably in skilled labour (in 1991, about 41 per cent of the labour force was comprised of expatriates and this is expected to increase to 44.6 per cent in 2011). M a n y of the higher-level professional jobs in science-related fields are still held by foreigners. In the light of national h u m a n resource development, it is therefore becoming of increasing importance for expertise at this level to be exercised by Bruneians.

The emphasis on science and science technology is apparent in Brunei Darussalam. T h e most recent policy on science is the establishment of the National Committee on Science and Technology, chaired in 1994 by the Minister of Development. This Committee is charged with the responsibility of promoting and encouraging the development of science and technology in Brunei Darussalam in the interest of national development. The main areas of focus of the Science and Technology Plan are to promote science and technology awareness; develop research and development manpower; develop research and development infrastructure and enhance international linkages. The policies laid d o w n in this Science and Technology Plan have tremendous implications for the school system and science education.

10

Introduction

1. Developments in science education

Science education has been given due emphasis by the Brunei Darussalam Government. Its commitment to science can be seen in the various strategies taken towards ensuring that its quality is comparable to those of developed countries. The schools use the same science syllabus as used in Britain. The Ministry is currently formalizing a Bruneian syllabus for Integrated science. Science and mathematics have become compulsory at the primary level, with the intention of widening the base for the supply of skilled manpower in science and technology. All government schools have been sufficiently equipped for science lessons. The government has also ensured that there are sufficient numbers of teachers teaching science. Strategies have been undertaken to co-operate more closely with industries in defining courses and training for students in the hope that it will improve the quality of trainees. A special school for the high-achieving Bruneians was established to develop a cadre of future technocrats for the country. Exceptionally bright students are handpicked under the Special Scheme to undertake medical courses abroad. Government scholarships are awarded to students to undertake courses abroad in various fields, with an emphasis on science-related fields. In addition, Brunei Shell Petroleum C o m p a n y Sendirian Berhad and Royal Brunei Airlines have their o w n training schemes also in science-related fields. Local institutions of higher education and training have been set up to provide opportunities for suitably qualified candidates. Most courses offered require basic qualifications in science. In 1996, a partnership was agreed upon between Brunei Shell Petroleum C o m p a n y Sendirian Berhad and the Ministry of Education on school-to-work linkages. This measure was taken because of the concern felt that science teachers and students

11


have little understanding of the working environments which students will enter when they leave school.

Nevertheless, there are difficulties. A study m a d e on the participation of students in science revealed that there is a decreasing trend in the number of students in the science stream. There are also indications that although government schools are very well resourced in all aspects, the results of examinations show that these schools perform poorly. Thus, overall assessment of current arrangements within the school system and an assessment of the provision of science education is needed. It is for these reasons that the study was undertaken.

2. The research purposes

Three basic areas have been identified as the focus of study. These are the following:

First, what are the main characteristics of the provision of science education at primary and secondary level with emphasis on general secondary level?

Second, what are the flows of students through the system, and through special science education streams and h o w are these articulated with national policy priorities?

Third, what can be understood from current patterns of achievement and participation at school and further educational level, about the impact of investment on h u m a n resource development in science?

12

Introduction

Specifically, the study attempts to highlight the following research questions categorized as follows:

• Organization and teaching/learning conditions of science education:

H o w is science education delivered to the secondary school population?

What resources are available to support teaching in different types of schools which determine the conditions of teaching and learning?

• Flow of students in science education:

What is the flow of students in the science education system and h o w has it been changing in the recent past? H o w have selection ratios into science streams varied?

What mechanisms are used to allocate students into different streams and forms of science education?

H o w do selection chances of getting into science education vary in different schools? D o equal numbers of boys and girls get selected?

What are the reasons for the low participation in science studies and what can be done about it?

13


• T h e impact of investment m a d e on h u m a n resources

development in science:

H o w m u c h science do pupils enrolled in different streams and types of school learn, as can be understood from examination results?

Wha t educational opportunities are there available to students studying science?

W h a t is the flow of science students into higher education?

To what extent is the output of the schools system in balance with demand for higher educational levels and for teacher training, and are labour market needs for science-qualified school leavers likely to be met in the future?

The ultimate aim of the study is to examine the flows of students studying the various types of science education. Through identification of the strengths and weaknesses of current arrangements, the study hopes to provide indications for further developments which the government m a y want to take towards enhancing quality, access and efficiency of the provision of science education.

14

Introduction

3. T h e research approach

There are three dimensions to the study focusing on specific purposes. These are the baseline data, the survey and the case studies. The main objective is to obtain information from different sources so that a complete scenario of the situation can be constructed from which issues and concerns can be identified.

The national baseline data and policy perspectives consist of data gathered which provide information on the conditions of science education provision based on existing sources of data. These include analysis of documents such as reports, studies, school census, ministerial statistical database, curriculum documents, examination results, scholarship files, projection of students, h u m a n resource projections, that bear on the planning of science education and the flows of students. With regard to policies on science and science education, the documents referred to c o m e from the Educational Planning Unit. In addition, selective interviews were conducted with various top Ministry officials, key faculty members of University Brunei Darussalam, the Director of Institute Technology of Brunei, the H u m a n Resources Department of Brunei Shell Petroleum C o m p a n y Sendirian Berhad and Royal Brunei Airlines. The purpose of this dimension is to derive national patterns of provision and to display the flows of students through the system and the teaching conditions.

A school survey was conducted involving one secondary school out of two in Brunei Darussalam. A random sample of schools was drawn and stratified according to the following criteria: government/nongovernment schools; science/non-science; and low-scoring/high-scoring.

15


A short questionnaire was distributed to principals and a longer one to all science teachers in the sample schools. The main objectives were to obtain information on the condition of science teaching at school level; the existence and use of laboratories and consumables; the type of teacher support; and the profile of science teachers and their teaching practices. The questionnaires were piloted in three schools before finalization.

The case study forms the third dimension of the study. Three schools, two government and one non-government, were involved in the case study identified from among the sample schools. The purpose of the case study is to explore in greater depth specific issues pertaining to the practices in the schools in order to provide insights into the reasons for patterns observed in the survey.

4. T h e organization of the report

The report is presented in five chapters. Chapter 1 introduces the rationale and purpose of the study, the research purpose and the scope as well as the research methods. It also outlines a brief description of what the chapters contain. Chapter 2 provides a brief account of the baseline data needed to establish the parameters of the study. These include the school system, school enrolments and transition rates, data on science teachers, a brief description of the various science curricula, the public examination and support for science education. In Chapter 3, an attempt is m a d e to trace the flow of students in the school system and its linkage to higher education and training. A n attempt is made to link the supply of students leaving the system and the demand of manpower with qualifications in science. Chapter 4 focuses on the

16

Introduction

analysis of the survey data and the case studies. Chapter 5 reexamines the major findings of the study and offers some suggestions implying the policy options the country m a y want to take.

17

Chapter 2

Science education in Brunei Darussalam: an overview

This section provides a brief overview of the education system in Brunei Darussalam with an emphasis on the characteristics of the provision of science education in schools. It includes a descriptive analysis of enrolment patterns, repetition, mechanisms for selection, aims and objectives of science education, the organization and teaching at different levels, performance in education, the provision of science teachers and arrangements for support and supervision.

1. Overview of the Brunei Darussalam education system

The present education system of Brunei Darussalam aims at educating a child and developing his/her all-round potential so that he/ she becomes a devout individual as well as a dynamic and responsible citizen. The national education policy emphasizes the promotion of sustainment of a bilingual system of education with the Malay language playing a leading role, and is outlined as follows:

to ensure that Islamic values and the Islamic way of life are integrated into the education system by means of an appropriate curriculum;

19


to provide at least 12 years of education for every Bruneian child;

to provide a c o m m o n curriculum and c o m m o n public examination for all schools; to provide opportunities for all children in Brunei Darussalam to play a useful role in the development of the country; to offer higher education to those w h o are capable and qualified, according to the changing needs of the country; to inculcate loyalty to the monarch and the country.

The system of education follows a 7-3-2-2 pattern with one year of pre-school preceding the primary level. School begins at the age of five. Primary education consists of one year pre-school, three years of lower primary and three years of upper primary. The pre-school year aims at promoting the development of character, ability, interests and physical skills, through a general education, which includes the basic skills of reading, writing and arithmetic and spiritual and moral education. Education at the lower primary level emphasizes the development of creativity and the 3Rs, the reinforcement of these skills through various learning situations, the establishment of sound moral and spiritual values and the teaching of the Jawi script. Malay is the medium of instruction at the pre-school and in the lower primary classes. Pupils begin their bilingual education at the upper primary level, where both Malay and English are used as mediums of instruction. With the exception of Malay language, physical education and art, and soon history, all other subjects are taught in English from primary to sixth form.

20


Chart I. Structure of the education system of Brunei Darussalam

Aje

23

Diploma in

General

Nursing

EMPLOYMENT

—z

National

Diploma in

Agriculture

A3

I First degree I

Certificate

of teacher

education

Higher National

Diploma or Certificate

TEC4 4>

BCGCE

advanced

level

PU1

Assistant Nurse

Certificate

N level examinada

National Diploma

or Certificate

BCGCE

ordinary

level

M A 4

Hlgher Education

Post

Seron diir>

Education

Vocational

Certificate

Art and

Handicraft

Certificate

H3

H2

HI

Vocational

and

Secondary

Education

Brunei Junior Certifícale of Education

(BJCE)

MB3

MB2

MB1

DH M B

Prim nn Lower Second an,

M A - Upper Second an

Nursing/N Leiel

Assistant Nurse

Teacher

PreUni\erjit> U - Uni\ersit> T E C - Technical V - Vocational H - Handicraft

AN

PL'

Pnmarv Certificate Examination

(PCE1

DH6

DH5

DH4

Standardised test

DH3

DH2

Dill

PRA

Priman Eilucmlon

21


Secondary education lasts seven years, i.e. three years of lower secondary, two or three years at the upper secondary (the latter is for those w h o require a three-year ' O ' level course, subsequently labelled as the ' N ' level) and two years of post secondary. At the upper-secondary level, students are streamed into science, arts, technical as well as the ' N ' level. Chart 1 provides the structure of the Brunei Darussalam education system.

Schools are either public (government-sponsored) or private (also labelled as non-government). Government schools are managed by two ministries, the Ministry of Education and the Ministry of Religious Affairs (for religious and Arabic Schools). The private schools do not belong to the government, neither do they receive financial assistance. However, these schools are required to adhere to the policies of the government. In some non-government schools, the principals are appointed by the Ministry of Education. The Ministry also provides teaching staff, particularly for teaching Malay language, while Islamic instruction is provided for by the Ministry of Religious Affairs. Most non-government schools have classes as from the primary levels.

2. Patterns of enrolment

In 1994, there were 119 government primary schools and 26 secondary schools in Brunei Darussalam. Enrolment in government schools at both levels for that year is shown in Table 1.

22


Table 1. Enrolment in government primary and secondary schools, 1994

Level

Pre-school

Primary

Lower secondary

Lower and Upper secondary

Lower and Upper secondary + pre-university

Pre-uni\ersily

Total all levels

No. or schools

119

g

16

1

1

145

N o . of classes

214

1 313

119

611

35

39

2 331

N o . of pupils

3907

28 624_

3 446

17 199

759

986

54 921

Teachers

Local

2 084

175

842

39

19

3 159

%

91.64

73.22

64.13

52

21.84

79.2

Foreign

190

64

471

36

68

829

%

8.36

26.78

35.87

48

78.16

20.8

Total

2 274

1552

75

87

3 988

Pupil: teacher ratio

14:1

13:1

10:1

11:1

14:1

Average class size = 24 : 1 Average pupil-to-teacher ratio = 1 4 : 1 Overall percentage of foreign teachers = 20.79 per cent

Source: Ministry of Education, Educational Statistics, 1994.

Table 1 shows that there are 54 921 pupils enrolled in the schools, of which 32 531 or 59 per cent, are at the primary level. The corresponding number of teachers at this level is 2 274 or 57 per cent, while 1 714 or 43 per cent, are at the secondary level. The table also shows that Brunei enjoys a very generous pupihteacher ratio which is 14:1 for primary, and 13:1 for secondary. The table also indicates the increasing percentage of foreign teachers as the level of schooling gets higher, from 8.4 per cent at the primary, reaching 35.1 per cent at the secondary. At the sixth-form level, the percentage increases to 78.2.

23


The enrolment in non-government schools is shown in Table 2. A comparison of the data indicates that enrolment in these schools is about half the total enrolled in government schools. A high percentage (86 per cent) is concentrated at the pre-school and primary levels. The average of pupil:teacher ratio is 22:1, which is about one and a half times higher than the ratio for government schools which stands at 14:1. About half (58 per cent) of all teachers in the non-government schools are expatriates.

Table 2. Enrolment in non-government primary and secondary schools, 1994

Level

Pre-school

Primary school

Lower secondary

Upper secondary

Total

No. of schools

»46

J

46

No. of classes

284

450

75

36

845

N o . of pupils

7 776

12 698

2 286

964

23 724

Teachers

Local

• 453

453

%

41.94

41.94

Foreign

627

627

%

58.06

58.06

Total

1080

1080

Pupil: teacher ratio

22:1

22:1

Average class size = 28: 1 Average pupil-to-teacher ratio = 22: 1 Overall percentage of foreign teachers = 58.06 per cent.

Source: Ministry of Education, Educational Statistics, 1994.

24


Enrolment patterns

Generally, there is an increase in enrolment for both government and non-government primary schools. Over the 11-year period, the increase in enrolment in the government schools is 23 per cent, that is from 23 280 in 1984 to 28 624 in 1994 (2.1 per cent a year - on average). Non-government primary enrolment shows a slower increase of 18 per cent for the same period (1.6 per cent a year). Every year, male pupils outnumber females.

Table 3 shows the enrolment pattern in government and nongovernment primary schools respectively by year and sex.

Table 3. Enrolment in primary schools by year and sex, 1984-1994

Year

1984

1985

1986

1987

1988

1989

1990

1991

1992

1993

1994

Government

M

12 132

12 447

13 452

13 926

15 421

15 878

14 577

14 822

14931

15 009

15 097

F Il 148

11401

12 444

12 627

13 931

14 304

13 112

13318

13 403

13 432

13 527

T

23 280

23 848

25 896

26 553

29 352

30 182

27 689

28 140

28 334

28 441

28 624

% change

2.44

8.59

2.54

10.54

2.83

-8.26

1.63

0.69

0.38

0.64

Non-government

M

5 652

5 597

5 498

5 395

4 754

4 996

* *

5 410

5 990

6 519

F

5 086

5 035

5 149

5 015

4 392

4 684

* *

5 080

5 713

6 179

T

10 738

10 632

10 647

10410

9 146

9 680

9 505

9 266

10 490

Il 703

12 698

% change

--0.99

0.14

-2.23

-12.14

5.84

-1.81

-2.51

13.21

11.56

8.50

Source: Ministry of Education, Adapted from various sources.

The growth of enrolment has nevertheless slowed down as from 1989/1990. This slowdown has affected non-government rather than

25


government schools. The former suffered from declining enrolment from 1987 to 1991. Since then, the trend has been reversed.

At the secondary level, the enrolment figures in both types of schools show a rather irregular pattern ranging from negative increase for some years to more than 15 per cent increase for other years (see Table 4). Enrolment by sex indicates a trend of more females being enrolled in government secondary schools. In the non-government schools, the trend is not obvious, as some years show more females being enrolled while for other years, particularly the recent years, more males seem to be studying in these schools. The overall enrolment pattern in secondary school is found in Table 4.

Table 4 . Enrolment in secondary schools by year and sex, 1984-1994

Year

1984

1985

1986

1987

1988

1989

1990

1991

1992

1993

1994

Government

M

7 074

7 136

7 040

7 378

6 154

7 496

9 083

9 604

10 060

10 371

10519

F

7 830

7 916

7 674

8 209

6 754

8315

9 691

10 545

Il 134

11 580

Il 871

T

14 904

15 052

14714

15 587

12 908

15811

18 774

20 149

21 194

21 951

22 390

% change

-0.99

-2.25

5.93

-17.19

22.49

18.74

7.32

5.19

3.57

2.00

Non-government

M

1 522

1 624

1 604

1513

1 255

1441

* *

1 569

1 572

1 680

F

1 546

1 633

1 641

1 476

1 235

1 456

* *

1 452

1 563

1 530

T

3 068

3 257

3 245

2 989

2 490

2 897

3 208

3 056

3 021

3 035

3210

% change

6.16

-0.37

-7.89

-16.69

16.35

4.69

-2.34

1.72

88.00

2.85

Source: Ministry of Education. Adapted from various sources.

26


Table 5a shows the distribution of students by level of secondary education (lower- and upper-secondary level) for both government and non-government sectors.

Table 5a. Enrolment in government secondary school by year, level and sex, 1984-1994

Year

1984

1985

1986

1987

1988

1989

1990

1991

1992

1993

1994

Lower secondary

M

4 270

4 377

4 173

3 617

4 258

4 543

6 301

6718

6 948

6 995

6 557

F

4 516

4 575

4 121

3606

4 329

4 829

6 428

6 972

7 182

7 009

6 645

T

8 786

8 952

8 294

7 223

8 587

9 372

12 729

13 690

14 130

14 004

13 202

% change

-

1.89

-7.35

-12.91

18.88

9.14

35.82

7.55

3.21

-0.89

-5.73

Upper secondary

M

2 377

2 255

2 337

2 350

2 784

2 583

2 312

2 483

2716

2 981

3 525

F

2 829

2 847

3 022

2 872

3 371

2913

2 771

3 058

3 432

3 963

4 528

T

5 206

5 102

5 359

5 222

6 155

5 496

5 083

5 541

6 148

6 944

8 073

% change

-

-2.00

5.04

-2.56

17.87

-10.71

-7.51

9.01

10.95

12.95

16.26


27


Table 5b. Enrolment in non-government secondary schools by year, level and sex, 1984-1994

Year

1984

1985

1986

1987

1988

1989

1990

1991

1992

1993

1994

Lower secondary

M

1 147

1207

1 215

1 122

843

1039

* •

1 127

1 143

1212

F

1 114

1 163

1 160

1094

827

1000

*

• 1003

1024

1074

T

2 261

2 370

2 375

2216

1670

2 039

2 480

2214

2 130

2 167

2 286

% change

-4.82

0.21

-6.69

-24.64

22.10

21.62

-10.72

-3.79

1.73

5.49

Upper secondary

M

370

409

375

371

412

399

338

433

442

429

468

F

432

463

473

402

408

452

390

409

452

439

456

T

802

872

848

773

820

851

728

842

894

868

924

% change

-8.73

-2.75

-8.84

6.08

3.78

-14.45

15.65

6.17

2.90

6.45


Enrolment by level as seen in Tables 5a and 5b shows an erratic figure, with some years showing decreases for both government and non-government schools.

In the last two years, however, enrolments at lower secondary level have declined in government schools, while they continue increasing in non-government schools, albeit slowly. At upper secondary schools, a different pattern emerges: enrolment increases quickly in government schools and slowly in non-government schools.

28


Science enrolment

Table 6 gives a summary of students enrolled in the various streams from 1990 to 1995 at the upper-secondary level.

Table 6. Upper secondary enrolment by stream and year 1990-1995

Year

1990

1991

1992

1993

1994

1995

Science

1 091 (26%)

1 352 (24%)

1 523 (24%)

1601 (21%)

1 750 (20%)

1 784(21%)

Technical

217(5%)

212(4%)

217(4%)

233 (3%)

235 (3%)

423 (5%)

Arts

2 968(69%)

4 043(72%)

4 558(72%)

5 659(76%)

6 715(77%)

6 366 (74%)

Total

4 276

5 607

6 298

7 493

8 700

8 573


In terms of science enrolment, Table 6 shows that there has been a continuous decline in the proportion of science stream students although there is an increase in absolute numbers. The proportion of arts stream students has been increasing over the same period of time except for 1995, when it declined. This decline is attributed to the increase in the proportion of students in the technical stream for that year. The proportion of science students is about 20 per cent over the last two years, while the proportion of the arts is well over 70 per cent. Enrolment in the technical stream seems to be constant at 3 per cent, except in 1995, when it increased to 5 per cent. In terms of the science participation by type of school and nationality, Table 7 shows that in 1994 only about 18 per cent of students in the government schools were in the science stream. The majority (about 80 per cent) were local students. O n the other hand, in the non-government schools about 44

29


per cent of students are in the science stream. O f the total science students, locals comprise 81 per cent. In 1995, the percentage of students in the science stream went d o w n slightly. The proportion of local students in this stream also decreased to 79 per cent, while the proportion of non-locals increased.

Table 7. Upper secondary enrolment by stream and nationality 1994-1995

Year

1994

Govt.

N.Govl

Tolal

»995

Govt.

N.Govl.

Tolal

Science stream

L

1229

187

1416 81%

L

1230

183

1413 79.2%

NL

154

180

334 19%

NL

171

200

371 20.8%

Total

1 383 17.8%

367 43.9%

1750 20.4%

Total

1401 18.1%

383 47.1%

1784 20.«%

Technical stream

L

207

207

L

392

392

NL

28

28

NL

31

31

Total

235 3.0%

235 2.7%

Total

423 5.4%

423 4.9%

Arts stream

L

5 762

272

6 034 91.3%

L

5 596

262

5 858 92%

NL

378

196

574 8.7%

NL

340

168

508

«%

Total

6 140 79.2%

468 56.1%

6 608 76.9%

Total

5 936 76.5%

430 52.9%

6 366 74.3%

Total

7 758

835

8 593

Total

7 760

813

8 573

L = Local N L = Non local.


The pattern of increase/decrease of pupils enrolled in the science stream in government schools can be seen in Table 8.

30


Table 8. Upper secondary science stream enrolment in government schools by years 1990-1994

Level

MA4Sc

% of M A4

Changes over previous years

MA5Sc

%ofMA5

Changes over previous year

Total

1990

M

276

50.09

-

275

49.91

-

551

F

259

46.3

-

300

53.7

-

559

T

535

48.2

0

575

51.8

0

1 110

1991

M

209

39.51

-24.3

320

60.49

16.36

529

F

322

48.20

24.3

346

51.80

15.33

668

T

531

44.36

-0.8

666

55.64

15.83

1197

1992

M

241

46.17

15.31

281

53.83

12.19

522

F

320

45.65

-0.62

381

54.35

10.12

701

T

561

45.87

5.65

662

54.13

-0.6

1223

1993

M

286

51.7

18.7

267

48.3

-5

553

F

419

52.1

30.9

386

48

1.31

805

T

705

51.9

25.7

653

48.1

-1.4

1358

1994

M

256

45.3

-10

309

54.7

15.7

565

F

340

42.5

-19

461

57.6

19.4

801

T

596

43.6

-15

770

56.4

17.9

1366

Source: Department of Planning, Development and Research, Ministry of Education. Adapted from various sources.

There are more students in Menengah Atas 5 than in Menengah Atas 4 , except for the year 1993. Table 8 does not show any regular pattern of increase or decrease in enrolment for both levels. However, enrolment since 1990 for Menengah Atas 4 science stream students has increased by about 11 per cent and the corresponding percentage increase for Menengah Atas 5 science stream students is about 34 per cent. The apparent increase at the Menengah Atas 5 could be attributed to students being allowed to repeat at this level. Interestingly, females outnumber males in the science stream and the gap is increasing over the years.

Transfers from non-government into government schools (except for the science school) are allowed, and the entry points are the M B 1 and M A 4 classes (after the public examinations), although there

31


are cases of transfers at other levels as well. Such transfers are facilitated through administrative circulars issued annually by the Department of Planning, Development and Research. There are various reasons for this: absence of secondary level in some non-government schools, taking advantage of the government subsidies in government schools (free textbook loans, free transportation/allowance/hostel facilities for Brunei citizens living 8 kilometres away from schools), better facilities and student/teacher ratio in government schools, and parental choice. A n analysis of the trend indicates an increasing rate of transfers corresponding to the increased enrolment in the non-government primary level. (It is c o m m o n practice for parents to enrol their children at the primary level in the non-government schools and then apply to the government schools at the beginning of secondary education). Favourite choices are the more established and above-average urban schools. The data for 1995 show about 84 per cent of students (69 per cent are Bruneians) enrolled at the M B 1 while 12 per cent are enrolled at the M A 4 level.

Transition and repetition rates

The transition rate is calculated by comparing the enrolment of one level over that of the preceding year. Table 9 shows the transition rates between primary and lower secondary and between lower secondary and upper secondary.

32


Table 9. Promotion and transition rates

Promotion and transition rates

Year

Primary

Dhl

0.93

Dh2

0.92

Dh3

0.92

Dh4

0.86

Dh5

0.82

Dh6

0.75

Lower secondary

MBI

0.86

MB2

0.85

MB3

0.74

Upper secondary

M A4

0.94

MA5

0.5

Pre-nniverslty

PU1

0.83

Repetition rates

Year

Primary

Dhl

0.07

Dh2

0.04

Dh3

0.07

Dh4

0.14

Dh5

0.18

Dh6

0.17

Lower secondary

MBI

0.08

MB2

0.08

MB3

0.15

Upper secondary

MA4

0.06

MAS

0.27

Pre-unlversity

PU2

0.2

Source: Department of Planning, Development and Research, Ministry of Education.

Table 9 shows that promotion rates tend to decrease as pupils m o v e to higher levels, indicating that fewer students are being promoted. A n analysis of the repetition rates reveals that repetitions do increase with increasing levels. The drop-out rates are, however, low until the end of lower secondary. Figures on the transition rates show that about 74 per cent of students in primary and lower secondary level would graduate compared to about 50 per cent at the upper secondary and pre-university levels. A s a result, repetition rates are high in the last grade of each cycle (Dh6, M B 3 , M A 5 ) .

Science school

The emphasis on science is reflected in the establishment of the Maktab Sains Paduka Sen Begawan Sultan in 1978, aimed at producing students with a good foundation in science and mathematics. Its main objective is to m a k e available a conducive environment for high-achieving students to reach their fullest potential. Selection into this school is based on performance at the Primary Certificate of

33


Education (PCE) level examination and only Brunei students w h o obtained either five or four ' A ' s in all the examinable subjects are offered places. This school thus forms the pool for future technocrats, w h o will eventually occupy the places available in science and science-related courses at the higher-learning institution, as well as being given scholarships for such courses abroad.

Arabic schools

These are schools under the management of the Ministry of Religious Affairs, whose main m e d i u m of instruction is English, with a focus on Islamic-related studies. Integrated science was introduced at the Tic (equivalent to M B 1) level in 1992 and students had a choice of either studying this subject or the Islamic religious subjects. Those taking integrated science were also offered mathematics, English language, history, geography and Malay language. In 1995, there were three Arabic schools and only one had a science stream.

Pre-university classes

There are two institutions under the Ministry of Education that offer pre-university classes. Courses are of two-year duration. Both science- and arts-based courses are offered, leading to the externally assessed Brunei Cambridge General Certificate of Education ( B C G E ' A ' ) ' A ' Level examination, which is used for entry into tertiary education.

34


3. T h e allocation and selection of students

Promotion between each educational level is based on school-based assessment as well as public examinations. Schools are allowed to retain no more than 10 per cent of the enrolment at each level. Classes involved in public examinations use the examination results in determining w h o should be allowed to be promoted and w h o should repeat. N o student is allowed to repeat more than twice at any level.

Selection into the science stream is based on the aggregate score in integrated science, mathematics and English language of the Brunei Junior Certificate of Education (BJCE) examinations taken at the end of the lower secondary level. A selection Committee at the school level comprised of the Principal, Deputy Principal (academic), the Head of Science Department and the Head of the School Science Subject Committee would decide on entry requirements and select appropriate students to enter the science stream. This is also the case for the technical stream. Achievement in integrated science, mathematics and English language at the B J C E is used as the basis for selection. The m i n i m u m criteria used differ between schools, as do other factors such as space, facilities and teaching staff. Therefore, entry requirements are lowered if there is an under-subscription of candidates w h o qualify in science and the situation is reversed if there are too many w h o meet the basic requirements. Parental request is also taken into consideration, even if the candidate does not meet the academic requirements. Nine out of thirty-one schools with science classes state they take this into consideration. For the technical stream, results for art, woodwork , metalwork and English language are used. The purpose of this stream is to help prepare students for further technical-vocational education.

35


Entry into the sixth form or ' A ' level classes is based on performance in the B C G C E ' O ' level examination. M i n i m u m requirements for these classes are a credit in Malay language, a credit or pass in English language, and three other credits in the relevant subjects.

4. Public examinations at lower- and upper-secondary levels

All pupils sit for a standardized test at the end of the third year of primary schooling. There are four other public examinations:

• The Primary Certificate of Education (PCE) at the end of primary 6;

• The Brunei Junior Certificate of Education (B JCE) taken at the end of lower secondary;

• The Brunei Cambridge General Certificate of Education ( B C G C E ' O ' level) taken at the end of upper secondary;

• The Brunei Cambridge General Certificate of Education Advanced Level ( B C G C E ' A ' level) taken at the end of the sixth form.

Both the B C G C E ' O ' and B C G C E ' A ' are conducted in collaboration with the Cambridge Examination Board. A n e w examination labelled as the ' N ' level was introduced in 1996 for those w h o were identified as not meeting the ' O ' level criteria. Those in question are candidates w h o obtain a Grade 3 at the B J C E examination.


It is envisaged that about 40 per cent of the students will take this examination after spending two years at the upper-secondary level. Those w h o are successful will be allowed to sit for the B C G C E ' O ' level examination the following year. The objective of the ' N ' level is to reduce possible drop-outs from the school system among those w h o are not academically inclined.

Primary Certificate of Education (PCE)

This examination is taken by students in primary six. About 81.2 per cent are from the government schools, while the rest are from non-government schools. Five subjects: English language, Malay language, mathematics, science and general paper (history and geography) are examined and students are awarded in grades A , B , C and D for pass and F for fail. A n analysis of the past five years' P C E results (1990-1994) shows that overall achievement in the nongovernment schools hovered around 99 per cent for English language 97.5 per cent for mathematics, and 98.6 per cent for science. The results of the government schools showed that, on average, the percentage of passes for English language, mathematics, and science were 83.5 per cent, 84.5 per cent and 80.7 per cent respectively. Analysis by grades achieved shows that the majority of the pupils from the non-government schools achieved either Grade A or B in all the three subjects, whereas most of the pupils in the government schools scored either Grade C or D for these subjects.

37


Brunei Junior Certificate of Education (BJCE)

O n average, about 4 000 students sat for the B J C E examinations (1990-1994). Students from the government schools m a k e up a large portion of the total candidates, with only about 14 per cent from the non-government schools. Numerical grades are awarded with 1, 2 representing distinction, 3, 4 , 5 and 6 (credit), 7, 8 (pass) and 9 (fail). From the analysis of the B J C E examinations results (1990-1994) in English language, mathematics and integrated science, there is a distinct difference in the achievement of the two types of schools. Both types of schools do well in the overall pass. The non-government schools achieved, however, m u c h better in terms of overall grades as well as in the quality of the grades. In the government schools, the average overall pass from 1990-1994 was about 77.8 per cent, while in non-government schools, the figure was 99 per cent. Students from the latter achieve a high percentage of passes, which is well above 90 per cent for each of the subjects, they also perform very well in terms of the quality of grades obtained: overall grades achieved for English language are about 80 per cent.

Analysis of results in mathematics and science for the five years (1990-1994) shows the overall pass rate is lower than that for English language. This is particularly the case for government schools. O n average, only 55.2 per cent of students in the government schools passed this subject, and of these 36.7 per cent had obtained either grade 7 or 8, while 3 per cent obtained grade 2 or distinction. A study of the trend also shows a downward trend in the percentage of passes, from 64.6 per cent in 1990 to 58.7 per cent in 1994. In the non-government school, despite the slightly lower percentage of the overall pass rate as compared

38


to English language, schools manage to maintain an above 90 per cent average pass rate. A n improvement in the quality of the grades achieved is also noticed, with about 45 per cent of the students obtaining distinctions in 1994.

The results for integrated science are better than those for mathematics. O n average 67.4 per cent passed the subject, with about 2.9 per cent scoring distinctions (see Table 10). A s is the case with the other subjects, the non-government schools outperform their government counterparts. The average pass in the former is 94.6 per cent, while it is 63.2 per cent in the latter. While the individual years' result is fairly consistent for the non-government schools, it plummeted from 62 per cent in 1993 to 49.2 per cent in 1994 in the government schools.

39


Table 10. Analysis of the B J C E results (1990-1994) in integrated science by grade

Year

Grade (1-2) Government Non-govemment National

Grade (3 - 6) Government Non-govemment National

Grade (7-8) Government Non-govemment National

Pass (Grade 1 -8 ) Government Non-govemment

National

Fail

Government Non-govemment National Total candidates Government Non-govemment National

1990 (%l

46 (1.5) 40 (6.7) 86 (2.4)

431 (14.2) 227 (38.1) 658 (18.1)

1549 (51.1) 267 (44.8)

1816 (50.1)

2 026 (66.8)

534 (89.6) 2 560 (70.6)

1006 (33.2) 62 (10.4)

1 068 (29.4)

3 032 596

3 628

1991 (%)

68 (2.1) 67 (10.7)

135 (3.5)

656 (20.5) 319 (51.0) 975 (25.5)

1 799 (56.3) 216 (34.6)

2 015 (52.7)

2 523 (78.9) 602 (96.3)

3 125 (81.7)

676 (21.1) 23 (3.7)

699 (18.3)

3 199 625

3 824

1992 (%)

70 (1.4) 49 (7.7)

119 (2.1)

766 (15.0) 319 (50.1)

1085 (18.9)

2 389 (46.7) 242 (38.1)

2 631 (45.8)

3 225 (63.1)

610 (95.9)

3 835 (66.8)

1 883 (36.9) 26 (4.1)

1 909 (33.2)

5 108 636

5 744

1993 (%)

100 (2.0) 101 (14.9) 201 (3.6)

567 (11.7) 285 (41.9) 852 (15.4)

2 344 (48.3) 270 (39.8)

2 614 (47.3)

3 011 (62.0) 656 (96.6)

3 667 (66.3)

1 842 (38.0) 23 (3.4)

1 865 (33.7)

4 853 679

5 532

1994 (%)

52 (1.3) 87 (14.1)

139 (3.0)

434 (10.8) 274 (44.6) 708 (15.3)

1 481 (37.1) 215 (35.0)

1 696 (36.8)

1967 (49.2)

576 (93.7) 2 543 (55.2)

2 027 (50.8)

39 (6.3) 2 066 (44.8)

3 994 615

4 609

Average (%)

67 (1.7) 69 (11.0)

136 (2.9)

571 (14.1) 285 (45.2) 856 (18.3)

1912 (47.4)

242 (38.4) 2 158 (46.2)

2 550 (63.2) 596 (94.6)

3 146 (67.4)

1 487 (36.8) 34 (5.4)

1 521 (32.6)

4 037

630 4 667

Source: Ministry of Education, Brunei. Adapted from the Examination Statistics of Brunei (1990-1994); unpublished statistics.

The examination paper is divided into two parts to be completed in one hour and thirty minutes. Students are required to answer all questions in both parts. The format of the examination paper is given in Table 11.

40


Table 11. Format of examination for integrated science

Format

Time

Number of items

Type of questions

To be answered

Weightage

Part A PartB

I hour 30 minutes

52

Objective

all

60%

16

Subjective

all

40%

Source: Form 3 Examination (Brunei Junior Certificate of Education). Examination format for integrated science.

Students' achievements are categorized into grades 1, 2 and 3. A grade 1 is for candidates whose cumulative score is between 5 to 24 for the first five best subjects, on condition that the candidate also passes both the oral and written Malay and English language, mathematics and two other subjects. A grade 2 is for candidates whose cumulative score is above 25 for the first five subjects, as well as a pass in both oral and written Malay and English language, mathematics and any two other subjects. A grade 3 is for those w h o fail mathematics, but pass both the oral and written Malay and English language and any other three subjects, with no fixed range of cumulative score for the first five best subjects.

Brunei Cambridge GCE 'O ' level

The B C G C E ' O ' level examination is conducted at the end of the second year of upper-secondary education or Menengah Atas 5. This examination is mainly taken by the government schools and only a small number of candidates are from the non-government schools. Compulsory subjects include English language, Malay language,

41


mathematics and one science subject. Grades A - E are awarded to denote distinction (A), credit (B and C ) pass (D and E ) . Grade U is for those w h o fail the paper, while X is for those w h o were absent. The examination result is classified by the number of ' O ' (credits) each student obtains.

Between 1991-1994, an average of 3 499 students sat for the English language paper. The average overall pass for English language for 1991 to 1994 was 41.4 per cent. The government schools had an average pass of 37.4 per cent, while the non-government schools had 74.2 per cent. O n the whole, the students did slightly better in mathematics and science compared to English language.

For mathematics, students either sit for mathematics syllabus D or E . Non-government schools had an average pass of 84.8 per cent, while the government schools had 49.3 per cent. For the sciences, each student is required to take at least one science subject chosen from the pure sciences (physics, chemistry, biology), the double sciences (chemistry and physics, biology and physics, and chemistry and biology), combined science, and human and social biology. Examination formats are shown in Annex A3.

It is apparent from the table that pure science students in both types of schools fared fairly well in the chemistry and physics papers, but the government schools fared badly in biology. The worst overall results seem to be in the double sciences. Non-government schools, however, do very well in all the subjects offered.

42


The examination results of the various science papers are given in Table 12.

Table 12. Examination results of the various science subjects

Subject

Biology

(Grade A - E )

Chemistry

(Grade A - E )

Physics

(Grade A - E )

Chemistry. Biology

(Grade A - E )

Physics, Biology

(Grade A - E )

Physics. Chemistry

(Grade A - E )

Combined sciences

(Grade A - E )

H u m a n and social

biology

(Grade A - E )

Agricultural science

(Grade A - E )

School

Govt.

N.Govt.

Govt.

N.Govt.

Govt.

N.Govt.

Govt.

N.Govt.

Govt.

N.Govt.

Govt.

N.Govt.

Govt.

N.Govt.

Govt.

N.Govt.

Govt.

N.Govt.

Year

1992 (%)

50.9

94.0

73.8

94.6

83.6

90.8

22.8

71.4

8.6

33.5

51.0

100.0

37.9

77.9

13.3

1993 (%)

51.8

91.6

70.9

95.2

62.3

89.1

12.4

73.3

0.0

26.5

47.8

92.8

23.7

61.9

31.8

1994 (%)

49.4

94.3

70.0

96.8

71.4

92.0

28.0

100.0

15.8

27.8

45.8

96.9

44.0

71.0

76.5

Source: Ministry of Education: Adapted from Examination Statistics of Brunei (1992-1994);

unpublished statistics.

43


Brunei Cambridge GCE 'A ' Level

This examination is taken by students at the end of their two years of pre-university education. Only two schools (both government) offer education at this level. Performance of students in the three pure science subjects is given in Table 13. The data show that the overall pass in the science subjects is low and varies between subjects. Biology records the worst results in all three years, followed by physics.

Table 13. Performance of students in the pure science subjects 1992-1994

Year

Grade A-E

Biology

Chemistry

Physics

Fail

Biology

Chemistry

Physics

Total candidates

Biology

Chemistry

Physics

1992 (%)

18.6

48.2

41.0

81.4

51.8

59.0

70

114

105

1993 (%)

14.3

61.3

42.6

85.7

38.7

57.4

77

150

122

1994 (%>

32.0

57.5

56.9

68.0

42.5

43.1

100

167

116

Average (%)

21.6

55.6

46.8

78.4

44.3

53.2

82

144

114

Source: Ministry of Education: Adapted from Examination Statistics of Brunei (1992-1994); unpublished statistics.

44


5. Organization and delivery of the science courses

At the primary level, science is a compulsory subject taught at the beginning of the fourth year. It is also one of the subjects taught in the English language. Prior to 1991, it was part of the General Paper but with the announcement of a new policy in science, it was accorded status as a separate subject. The syllabus emphasizes an activity-oriented approach to teaching. The main objectives of science at this level are to develop positive attitudes and an interest in science and health, familiarizing students with process skills, and the understanding of basic scientific principles.

Science continues as integrated science at the lower-secondary level. The current syllabus is based on the Scottish Integrated Science course, adapted for use in Brunei. Efforts are being taken to review the syllabus, and the Ministry, through the Curriculum Development Department, is expected to announce the revised syllabus soon. The main aims and objectives of the science curriculum at this level are to ensure that students gain some knowledge of the world, the vocabulary and grammar of science, the ability to observe objectively, solve problems and think scientifically and be aware of the implications and effects of science on society. Other compulsory and examinable subjects are Malay language, English language, history, geography, mathematics, and Islamic religious knowledge. In addition, students are required to study one of the following subjects: agricultural science, h o m e science, commercial studies, third language, woodwork , metalwork, art and craft. Physical education is compulsory but not examinable.

At the upper-secondary level, each student is required to take at least one type of science. Courses offered are the pure sciences

45

Science education provision in secondary schools in Brunei Dantssalam

(physics, chemistry, biology); the double sciences (physics, chemistry; chemistry, biology; and physics, biology); combined science, h u m a n and social biology and agricultural science. Science students are required to study one of the pure science subjects and choose two other subjects from biology, chemistry, physics, additional mathematics, geography and economics/principles of accounts; and choose one subject amongst history, English literature, Malay literature, Islamic religious knowledge, art and craft and other languages. It is usually the case that science stream students would study the combination of the pure sciences, while the rest either study one of the double sciences or combined science or h u m a n and social biology or agricultural science. There are also cases where students m a y take one of the pure science subjects, and biology is a popular choice.

All the science courses at this level are those developed by the Local Examination Syndicate (University of Cambridge). Generally, the syllabi at this level emphasize understanding and application of scientific concepts and principles rather than facts.

6. Resources and support

At the primary level, most textbooks and workbooks are locally produced, while additional textbooks and reference books are imported. However, all types of books for science at the secondary level are imported. The exceptions are workbooks, additional textbooks and teachers' guides for the lower-secondary level, which are produced by the Curriculum Development Department.

All pupils in government schools are provided with free basic textbooks each and one additional textbook on a ratio of three pupils

46

Science education in Brunei Dantssalam: an overview

per book. Reference books for teachers and students are also provided by the government. Workbooks, on the other hand, are purchased by students themselves and each student is required to have at least one. Science at the primary level (primary 4-6) is accorded three periods (90 minutes) per week. At the lower-secondary level, integrated science is given six periods per week of 35 minutes per period. With the upper-secondary classes, science is given between five to six periods of 35 minutes per week. Practical work at this level is given between one to two hours per week. These classes are normally conducted in the afternoons, depending on the necessity.

Although no laboratories are provided at the primary level, schools are encouraged to have special rooms for science. The School Department provides an annual general budget for each primary school which covers the purchase of teaching-learning materials for science. More expensive equipment such as microscopes, overhead projector, models and audio-visual aids are supplied by this Department. At the secondary level, the construction of laboratories and supply of laboratory facilities are under the purview of the Building Planning Section of the Department of Planning, Development and Research. The cost of building a laboratory is subsumed under the package of building a school, which is estimated to be B $ 22 000 000. Sources from the School Department indicate that the estimated budget to equip these laboratories in one school ranges from B$800 000 to B$l 000 000. In line with the policy of making science compulsory, all newly built secondary schools are equipped with nine laboratories: six for the pure sciences and three for integrated science. However, existing schools have five laboratories only. All secondary schools receive a c o m m o n grant of B $ 1 000 000 for the teaching of science, to be shared among 26 government schools. This has been the amount allocated

47


over the last two years. The grant covers non-salary expenses such as the purchase of consumables. Schools are given these grants on the basis of requests. Servicing, maintenance and repair of laboratory facilities are either managed by the schools themselves or the School Department, upon complaints made by the schools. Difficult cases of maintenance are managed by the Department of Planning, Development and Research. Non-government schools, on the other hand, allocate a certain amount for science education.

Apart from school-level resources, other forms of teaching aids and teaching-learning materials are available at the Media and Educational Resource Unit of the Curriculum Development Department. This Unit serves as a lending centre for audio-visual materials such as overhead projectors, video tapes, cassettes, films, models, charts and other science apparatus.

Professional support

Several departments and professionals are involved in the overall development and supervision of science education in schools. Laboratory assistants and technicians are responsible for the preparation of equipment, chemical and biological materials required for practicáis, cleaning of laboratories, stock checking, maintenance of equipment and storage of toxic materials. O n average each school has two laboratory assistants or technicians. All must have ' O ' levels as well as the relevant certificates (for laboratory assistants) and diploma (for laboratory technicians) from the local technical college.

Supervision of teaching and learning in science is undertaken by the science specialists and several primary inspectors. The School

48


Department appoints an officer to look after the grant allocation, the teaching-learning aspects of science education, as well as the coordination, purchase and distribution of science materials. A committee, comprised of secondary-school officers in this Department, decides on which quotation best serves the needs.

T h e Science and C o m p u t e r Unit of the Curriculum Development Department is responsible for reviewing as well as developing a new science syllabus and textbooks. In addition, this Unit also conducts in-service workshops and seminars for science teachers. Curriculum officers undertake visits to schools to ensure the curriculum guidelines are adhered to as well as getting feedback on the effectiveness of the curriculum. Internal school supervision is done by principals. To strengthen the implementation of the science curriculum, a Science Department or a Science Subject Committee is established in all secondary schools. Each department is headed by a Head w h o , among other things, is responsible for administering the teaching and learning of science in the respective schools.

7. Science teachers

In 1994, the total number of science teachers at the lower-secondary level for government schools was 108. Of this total, 56 per cent were local, while the rest were expatriates. O f the local teachers, 62.3 per cent had degrees, while the rest did not. Females outnumbered males at this level. Of the expatriate teachers, 78.7 per cent held degrees. A s was the case with local teachers, females outnumbered the males. At the upper-secondary level, there were 116 teachers, all of w h o m were graduates. Expatriates make up a big proportion of teachers at

49


this level (68.1 per cent), and in this group, males outnumber females. A very small number (nine) teach both lower- and upper-secondary classes, while four teach science and other subjects.

The picture is similar in the non-government schools. At the lower-secondary level, the figure has remained around 37 since 1990. The ratio of locals to expatriate is 1:11. For upper secondary, the figure between 1990-1992 w a s around 47, but this dropped to 41 in 1993 and to 34 in 1994. Virtually almost all teaching science at this level are expatriates.

Recruitment of science teachers from other countries has been a feature of the schools in Brunei Darussalam. Expatriate teachers must fulfil the following criteria: have a first degree in the required discipline; have a diploma in education or a postgraduate certificate in education; five years' teaching experience supported by relevant documents. They are also required to undergo an intensive interview, and their suitability as a teacher is judged on the individual candidates' English proficiency, including a written test, competency in the subject matter and content of the syllabus, personality, verbal communication and professional views. The data available show that science teachers are recruited from countries that use or have used English as a m e d i u m of instruction, since science is taught in this language.

In the past, training of teachers at the certificate level was undertaken by the local teacher training college, while training at the degree level w a s done overseas. With the establishment of the University Brunei Darussalam ( U B D ) , professional training at the degree level is provided by this institution. Entry into the four-year

50


education courses at the degree level is based on the ' O ' level achievement in science as well as the ' A ' level achievement, with at least two ' A ' level passes in the relevant subjects. Currently, the academic component of the B.Sc.(Education) course is conducted by the Faculty of Science, while the pedagogical component is undertaken by the Faculty of Education.

Courses of shorter duration include workshops and seminars. These are jointly organized by the Training Section of the Department of Planning, Development and Research, the Department of Curriculum Development and the Department of School Inspectorate, sometimes in conjunction with the U B D . These courses mainly centre on specific issues of science education. Teachers are also sent abroad for highly specialized courses in science.

8. Issues and observations

This chapter has provided available data on the overall education system in Brunei Darussalam, with special emphasis on the provision of science. O n the basis of the data available, several issues could be highlighted:

Regarding quality, it is to be stressed that both in terms of a quantitative and qualitative nature, the proportion of science students is low compared to the arts, and the data show that this proportion is declining. If one adds that about 20 per cent of the science students are not locals, the low proportion is a matter of concern. Particular attention should be paid to this issue if the country is to be in step with global developments where science plays a major role.

51


A second issue concerns the quality of science achievement. While overall results seem to indicate a favourable picture, a closer examination of the quality of grades achieved suggests more could be done to increase the number of better quality grades, particularly in the government schools. Science instruction is in English, but the examination results in this subject show the level of English proficiency is far from satisfactory, particularly in the government schools. To what extent this affects achievement in science is an issue that m a y have implications on the bilingual policy, where the 'hard' subjects are taught in another language. A point of interest that emerges from the data is the gap in achievement between government and non-government schools, in which the latter consistently outperform the former in all subjects. Since half of the secondary students in the non-government schools are not locals, this could have implications on the h u m a n resource development of the country.

Another point of interest is the country's dependence on the supply of foreign teachers in teaching science. While this m a y solve the short-term solution to the shortage of qualified teachers, it is to be considered that this m a y not be the best strategy in the long term.

52

Chapter 3

The supply of and demand for science school leavers

This chapter discusses the opportunities available for students of science both in institutions of higher learning and post-secondary education as well as in the employment sector. The objective of this is to determine whether the current supply of students with qualifications in science is sufficient to meet the demands both in further and higher education as well as in the labour market. Data for this section are derived from various sources - available educational statistics as well as from interviews with heads of departments in higher education institutions and prospective employers.

1. Flows of students

The main bulk of school leavers are those at Menengah Atas 5. It is at this point that students either continue into further education, join training institutions or go into employment. There are also those that leave school after the B J C E examination, but they will eventually occupy the lower-level occupations, and need low science qualifications. These will include those joining the certificate courses in nursing and the vocational schools. The next group of school leavers are those that enter pre-university classes and other institutions that

53


offer training at post-secondary levels. These are mainly government institutions that provide various courses in technical and science-based subjects aimed at producing technicians for various industrial groups. These institutions include the technical colleges, the nursing college, the college of agriculture as well as the teacher training college. The third group of school leavers are those enrolled in the local higher institutions of learning. This includes the local university and the local institute of technology, offering degrees and higher national diplomas. The last group of school leavers is comprised of those that are enrolled in various institutions abroad either sponsored by the government/ Brunei Shell Petroleum C o m p a n y Sendirian Berhad, or as private students. However, the critical level for school leavers is Menengah Atas 5 since, as mentioned earlier, it is after this level that the majority will join the labour market, while a small percentage only will continue into further education.

Table 1. Enrolment in Menengah Atas 5 and Pre-university 2 , 1994

School

1. Government

2. Non-government

Total

Science

MAS

770

189

959

PU2

144

-144

Arts

MA5

3516

228

3 744

PU2

202

-202

Total

MA5

4 286

417

4 703

PU2

346

-346


The number of students that were potential candidates to enter higher education and training in 1995 was 4 703 at the end of upper secondary and 346 at the second year of pre-university. O f the group at the secondary level, 959 were science students while of the pre-

54


university group, the number was 144. This figure does not take into account those w h o failed and had to repeat. Current statistics indicate that about 3 per cent repeat at the Menengah Atas 5 level, while 2 per cent repeat at the P U 2 level. N o data are available on the output from various local and overseas institutions, but the possibilities are that the number would be much smaller than those in the P U 2 classes.

2. Opportunities in post-secondary education, higher education and training

Opportunities in post-secondary education are available for students with adequate and relevant qualifications both at the B J C E , B C G C E ' O ' and B C G C E ' A ' levels. Brunei citizens w h o meet all the necessary requirements laid down by local institutions and are admitted into the courses are, by policy, recipients of His Majesty's Government Scholarship. Those w h o fulfil requirements set by the government to study abroad are also given scholarships either by the government or by Brunei Shell Petroleum Company Sendirian Berhad. There are eight institutions that offer higher education and training to qualified school leavers, and the majority of the courses offered need basic science qualifications.

The technical and vocational schools offer a comprehensive range of craft, technician and professional courses leading to the awards of the Business and Technician Education Council ( B T E C ) , the City and Guilds of London Institute (C and GLI) , The Royal Society of Arts (RS A ) , Pitman's, and the London Chamber of Commerce Institute (LCCI), together with the local examinations. These courses include telecommunications, aircraft engineering, electronic engineering,

55


mechanical and production engineering, electrical engineering, plant engineering, mechanical fitting, electrical installation, metal machining, refrigeration and air-conditioning, welding, business studies, computer, automotive, land survey, painting and decorating, cookery, motor-vehicle mechanics, plumbing and pipe fitting, radio and television and electronics, agricultural technical and engineering, and arts and crafts. These courses are intended to meet technical/vocational, industrial and manpower goals of the country. There are two vocational schools that offer such courses.

The Maktab Teknik Sultan Saiful Rijal (Sultan Saiful Rijal Technical College) ( M T S S R ) runs a wide range of both full-time and part-time courses offered to school leavers as well as to mature students. The majority of the courses are science-related, ranging from pre-national diploma to national diploma certification. Certificate courses require a m i n i m u m pass in B JCE , while a Pre-National Diploma needs at least two credits and two passes at the B C G C E ' O ' level. Successful students are allowed to proceed to do the National Diploma. The science-related programmes can be categorized into four broad areas, as shown in Table 2.

56


Table 2. Science-related Programme

Field

A . Mechanical

Aircraft engineering

Mechanical engineering

Automobile engineering

Motor vehicle mechanic

Basic light vehicle body

Repair and vehicle body

Spray painting

B . Civil/Structural

Construction

Construction

Surveying

Estate management

C . electrical and electr

Electrical and electronic

engineering


engineering (Communication)


engineering (Radio, T V and

electronic)

D . Science

Science

Level

Pre-National Diploma


National Diploma

Certificate

Certificate

Pre-Nalional Diploma

National Diploma

National Diploma

National Diploma

onic

Pre-National Diploma and

National Diploma


National Diploma


National Diploma


Diploma

M i n i m u m entry requirements

B C G C E ' 0 ' level - 2 credits and 2 passes. English

language, mathematics and science preferred

B C G C E ' 0 ' level - 2 credits and 2 passes. English

language, mathematics and science preferred. Interview

and entrance test

B C G C E ' 0 ' level - 4 credits. English language,

mathematics, science preferred or post-National Diploma

in engineering discipline

B J C E - Passes in English language, mathematics,

integrated science

B J C E - Passes in English language, mathematics and

integrated science

B C G C E ' 0 ' level - 2 credits and 2 passes (English

language mathematics, science) and one other relevant

subject in C and G Building Craft or Advanced Craft

Certificate

B C G C E ' 0 ' level - 4 credits (English language.

mathematics, science and one other relevant subject)

B C G C E ' 0 " level - 4 credits

(2 to include mathematics, physics or a science subject)

B C G C E ' 0 ' level - 4 credits (2 to include mathematics,

physics or a science subject)

B C G C E ' O ' level - 2 credits and 2 passes or relevant

industrial experience

Pre-National Diploma in electrical and electronic

engineering uith 2 merit passes or B C G C E ' O " level - 4

credits in relevant subjects

B C G C E ' 0 ' level - 2 passes in relevant subject

Pre-Diploma or B C G C E ' 0 ' level - 4 credits in relevant

subjects

B C G C E ' 0 ' level - 2 passes in relevant subjectsBCGCE

' 0 ' level - 4 credits in relevant subject

B C G C E ' 0 ' level- 2 credits and 2 passes in English

language, mathematics and a science subject

B C G C E ' 0 ' level - 4 credits from English language,

mathematics, biology, chemistry and physics or pre-

Diploma in science


57


The Maktab Kejuruteraan Jefri Bolkiah (Jefri Bolkiah Engineering College) offers a range of craft, technician and ad-hoc programmes in response to demands from the public and private sectors. Technician-level courses of three and a half years are offered as sandwich courses leading to the Brunei National Diploma. This institution also works closely with the Brunei Shell Training Centre at Seria. Another institute that offers science-based courses is the Pusat Latihan Mekanik (Mechanic Training Centre), catering mainly for those with BJCE-level qualifications. The Sinaut Agricultural Training Centre provides courses in the agricultural sector leading to the Brunei Diploma in agriculture and the Brunei Diploma in agricultural engineering.

Opportunities are also available for those w h o wish to take up nursing at the Pengiran Anak Puteri Rashidah Sa'adatul Bolkiah College of Nursing. This college offers education in nursing which prepares nurses to meet the changing health needs in Brunei Darussalam, leading to a diploma in nursing.

The Institute Technology of Brunei is responsible for higher-level courses leading to Higher National Diplomas ( H N D ) in technical and commercial fields. Entrance into these courses requires at least three relevant B C G C E ' O ' levels (to include English language and mathematics) and a pass in an appropriate subject at ' A ' level for computer studies. The same requirement applies to the H N D in electrical and electronic engineering, except that it emphasizes mathematics and physics.

The University Brunei Darussalam offers tertiary-level programmes for those qualified to take them. Admission to the U B D

58


is based on B C G C E ' A ' level performance and interviews. Mature students with a Teacher's Certificate and Diploma holders can also apply for admission.

Faculties in the U B D offer degrees in arts and social sciences, education, management and administrative studies, and science. N e w and relevant courses will be introduced in the U B D as the need arises. O f the 26 courses offered, 16 are at the first degree level, while 12 are in education. Only three courses are science-based, that is, the B . E n g . electronics and electrical engineering, B.Sc. Education, B.Sc . computer science offered by the Faculty of Science. This Faculty has four constituent departments, i.e. Biology, Chemistry, Physics and Mathematics. O n e of its main functions is to provide the academic component of the B.Sc. Education programme. The faculty also offers two other degree programmes, i.e. Bachelor of Engineering in electronic and electrical engineering, and B.Sc . in mathematics and computer as well as B.Sc. in computer science. Entry requirements into these courses are at least two principals in the appropriate subjects at the B C G C E ' A ' level. The engineering programme is offered in collaboration with the University of Glasgow. Entry requirements are B C G C E passes at the advanced level in mathematics and B C G C E ' O ' level physics or passes in other subjects deemed equivalent.

The enrolment of students doing science-related courses in the various institutions for 1994 is given in Table 3. The enrolment is in the Sultan Saiful Rijal Technical College, followed by the Jefri Bolkiah Engineering College. These would cover students w h o would occupy the middle- and lower-level positions in the science-related fields. Five of these institutions require qualifications in science, either with credits or passes.

59


Table 3. Enrolment of students taking science-related courses in various local institutions (1994)

Institutions

Mechanic Training Centre (PLM)

Jefri Bolkiah Engineering College ( M K J B )

Lambak Kanan Vocational School

Sultan Saiful Rijal Technical College ( M T S S R )

Nursing College (MJPAPR)

Sinaut Agricultural Training Centre

Institute Technology of Brunei ( ITB)

University Brunei Darussalam ( U B D )

Total

M i n i m u m qualification

BJCE

BCGCE 0 '

BJCE

BCGCE 0 '

BJCE/BCGCE 0 '

BCGCE 0 '

BCGCE 0 '

BCGCE A '

Gender

Male

25

372

117

411

27

24

50

16

1042

Female

-129

46

242

96

33

26

18

590

Total

25

501

163

653

123

57

76

34

1632


A m e m b e r of the Faculty of Science, University Brunei Darussalam, commented that there are fewer applicants than there are places. Owing to this, classes remain very small. For example, the intake for the B.Sc. Education for which his faculty provides instruction in the academic content was 17 in 1994. Between 1990 and 1994, there were about 80 students enrolled for this programme. For B . E n g . electronics and electrical engineering, the intake in 1994 was seven, while in 1993, the intake was three. The degree course in computer science had only one intake in 1992, which was five, and the intake of the B.Sc. mathematics was also five for that year. In 1993, both courses were merged as B.Sc . mathematics/computer science, indicating that there were not enough applicants for either course. Thus, combining both courses seems to be more practical. It was mentioned that the intake for all courses could be increased by 50 per cent, and this would

60


be more economical, but the Faculty apparently faces stiff competition from the Government Scholarship Scheme and Brunei Shell Petroleum C o m p a n y Sendirian Berhad, which take the better students.

For the high achievers, opportunities are available for them to study abroad either sponsored by the Brunei Government or Brunei Shell Petroleum C o m p a n y Sendirian Berhad. Eligible students are awarded scholarships to study overseas. Presently, students are sent for courses on subjects such as medicine, law, dentistry, engineering, accountancy and architecture. The Special Scheme Awards are designed for students w h o have performed exceptionally well in their ' O ' level examinations to study medicine. Apart from the government, Brunei Shell Petroleum C o m p a n y Sendirian Berhad and Royal Brunei Airlines also provide scholarships as part of their respective human resources planning.

In 1994, a total of 371 students were on Brunei Government Scholarships studying the various courses in institutions abroad. O f this total, 232, or 62.5 per cent, were doing science-based courses. O f the 232,130 (55%) were doing first degrees, while the rest were doing a Higher National Diploma and its equivalent. O f the first degree science courses, the biggest concentrations are on civil engineering (14%), medicine (12%), nursing (12%), mechanical engineering (12%), and quantity surveying (12%). The rest are distributed around 28 other science-based courses. At the Higher National Diploma level, the biggest concentration is in engineering apprenticeship (29%) and cadet pilot (23%), both of which come under the Royal Brunei Airlines Scheme. This is followed by those doing civil engineering (11%) and industrial measurement and control (6%). The rest are distributed among

61


13 science-related courses. The government also awards scholarships at the pre-university level, and in 1994, 16 students were following science courses at this level. The total figure of students studying abroad in science-related fields for 1994 is 93, compared to 18 in the applied arts, making the total number 101.

A s mentioned above, Brunei Shell Petroleum C o m p a n y Sendirian Berhad also awards scholarships to students w h o will eventually be absorbed as employees. In 1994,12 students were given such scholarships in various fields relevant to the needs of the Company. O f this group half were sent to study mechanical engineering.

Another group study abroad as private students. Most are in the ' A ' level and applied arts courses such as business studies and accountancy.

These data provide a clear indication of the emphasis that the government and the two biggest employers put on science, particularly on applied science. Most courses are in the engineering field.

3. Opportunities in science-related employment

Brunei Shell Petroleum Company Sendirian Berhad and Royal Brunei Airlines are the two largest employers of science-qualified school leavers and graduates, apart from the public sector. Interviews were conducted with the relevant personnel of the H u m a n Resource Department of each agency. Information from Brunei Shell Petroleum C o m p a n y Sendirian Berhad indicates that during 1990-1994 this company sponsored a total of 71 students (an average of 14 students a

62


year) mainly to occupy the top-level positions, which are still 50 per cent held by non-Bruneians. A s there is no plan to expand the company, opportunities for science-qualified school leavers will remain almost unchanged over the coming years. A comment made by an officer is that in recent years, more females have applied for positions (since they have the basic qualifications), but because of the nature of the work required, they could not be recruited.

Royal Brunei Airlines, on the other hand, offers a m u c h bigger opportunity for science students. A s the company is expanding, with more fleet, more personnel will be recruited. Most positions require science qualifications at the various levels, and with modern technology this becomes more important as equipment and facilities become more sophisticated. However, one of the problems voiced by the H u m a n Resource Department is the lack of qualified school leavers to take up offers for training in the various fields. A n example cited is in the training of cadet pilots. Although the basic requirements are five ' O ' levels, including mathematics and physics, the number of applicants is small; although there were more places available, only two were recruited, in the end. This is despite the fact that the company undertakes career talks in schools. In most cases, such positions are taken up by foreigners. T w o observations were made by this Department: the lack of male applicants for the positions offered, although the kind of work available is more suited to males, and the poor level of English proficiency. Cases were cited where the science results were good, but the candidates were not able to converse in English. Table 4 gives the career choices available in Royal Brunei Airlines.

63


Table 4. Major career streams in Royal Brunei Airlines

Job category

Pilots

Licensed aircraft engineers

Aircraft mechanics

Cabin crews

Plant and equipment mechanics

Officers

Administration

Secretarial

Clerical

Entry level positions

Cadet pilot scheme

Engineering apprentice scheme

Aircraft mechanics scheme

Trainee steward/ess

Mechanics 11

Officers training scheme

Administrative assistant

Junior secretary

Clerk II

M i n i m u m entry requirement

5 ' 0 ' levels ' A ' levels preferred Mathematics and science ( physics/chemistry)

4 ' 0 ' levels Mathematics and science

B C G C E passes in Mathematics/science subjects

Form V

Mechanics Certificate C and GLI and B D V T E C

H N D / B A / B . S c . or equivalent

O N D / ' A ' levels BDVTEC ND

Secretarial studies

B D V T E C National Certificate

Normal recruitment source

Secondary schools

Secondary schools

M T S S R

Secondary schools

P L M / M T S S R / M K J B

ITB/UBD/equivalent

MTSSR/Pre-university

M T S S R

MTSSR/secondary schools

Employing departments

Flight operations

Engineering

Engineering

Customer services

Engineering

All departments

All departments

All departments

All departments

Source: Royal Brunei Airlines. Training and Development Section, Personnel Department.

4. Current labour market signals

The population of Brunei Darussalam is projected to increase from 275 000 in 1975 to 437 000 in 2011, representing an annual growth of 3.0 per cent per annum. In 1991, the number of people w h o were economically active (or in the labour force) was 112 000, at a participation rate of 65 per cent. The working-age population is expected to increase from 160 000 in 1991 to 300 000 in 2011. Out of this, the labour force is projected to reach 222 000 by 2011, an increase of

64


110 000, of which 55.4 per cent will be local. The estimated labour force requirement for 1991-2011 is given in Table 5.

Table 5. Estimated labour force requirement 1991 -2011.

Variable

Labour force

Local

Foreign

Foreign labour force as % of total

1991

110 600

65 400

45 200

40.9

2011

222 000

123 000

99 000

44.6

Increase

111400

57 600

53 000

Rate(%)

7.0

6.3

7.8

Source: Brunei Darussalam's Demographic Situation and Population Projection, 1991-2011.

The table indicates that the flow of foreign workers into the country will remain a prominent feature in Brunei Darussalam's demographic structure. The participation of local and foreign workers in science-related occupations in major industrial divisions is shown in Table 6.

Table 6. Professional and related workers by major industrial divisions and residential status (1993).

Industrial Division and Group

Agriculture, forestry and fishing

Production of oil and natural gas

Other mining, quarrying and manufacturing

Construction of roads, building and other engineering works

Grand total

15

595

70

576

Employee with residential status

Citizen

0

230 38.7%

16 22.9%

13 2.3%

Permanent

0

34 5.7%

12 17.1%

11 1.9%

Temporary

15 100%

331 55.6%

42 60%

552 95.8%

Source: Labour Department.

65


At the level of professionals (who would be those with pure science qualifications at the upper-secondary and pre-university and tertiary), the proportion of locals holding these positions is very small. A s can be seen from Table 6, in agriculture, forestry and fishing, all the professionals are foreigners. In the construction of roads, building and other engineering works, which is n o w a major sector, the proportion of locals is almost negligible. The proportion improves in the production of oil and natural gas (39 per cent). This is largely due to the company's policy of increasing the number of locals holding such posts and through the scholarship scheme.

A m o n g the technicians, also a job category that will need some basis science qualification, the participation of locals exceeds that of foreigners in three major industrial groups: the production of oil and natural gas, transport, storage and communication, and hotels, restaurants and coffee shops. Even then, it is only by a small difference. This can be seen in Table 7.

The Economic Planning Unit (EPU) makes projections using two assumptions, i.e. the low growth assumption and the high growth assumption. Using the low growth assumption, there would be about 36 000 school leavers in the 20-year period from 1991 -2011, giving an average of about 1 800 school leavers a year. This comprises about 10 000 school leavers at secondary level, about 13 000 each from tertiary and technical/vocational levels w h o will look for employment. Using the high growth scenario, there will be about 58 000 school leavers or 2 900 per year. This can be seen in Table 8.

66


Table 7 . Technicians, associate professionals and related workers by major industrial division and residential status (1993).

Industrial division and group

Agriculture, forestry and mining

Production of oil and natural gas

S a w milling and other timber-processing industries

Other mining, quarrying and manufacturing

Construction of roads, building and other civil engineering works

Wholesale and retail trading undertakings

Hotel, restaurants and coffee

shops

Transport, storage and communications

Financial, insurance and business services

Community, social and personal services

Grand Total

31

1 645

11

108

378

581

86

640

746

949

Employee with residential status

Citizen

20 64.5%

1 125 68.4%

4 36.4%

25 23.2%

83 22%

176 30.3%

45 52.3%

411 64.2%

245 32.8%

263 27.7%

Permanent

4 12.9%

137

8.3%

1 9.1%

21 19.4%

26 6.9%

65 11.2%

13 15.1%

11 1.7%

69 9.3%

141 14.9%

Temporary

7 22.5%

383 23.3%

6 54.5%

62 57.4%

269 71.1%

340 58.5%

28

32.6%

218 34.1%

432 57.9%

545 57.4%

Source: Labour Department.

Table 8. School leavers by education level, 1991-2011.

Education level

Secondary and below

Vocational/Technical

Tertiary

Total

L o w growth assumption

10000

13 200

12 600

35 800

High growth assumption

17 500

22 500

18000

58 000

Source: Economic Planning Unit (EPU).

67


The figure above appears conservative if compared to actual data for 1994. For that year the number of school leavers at Menengah Atas 5 was about 4 703 and 342 at the P U 2 . If every year, about 4 800 came out of the system, then the projected number of school leavers at secondary level for the year 2011 would be about 76 800. If 10 per cent of these students are not locals, the figure becomes 69 112. Based on the data for 1994, the number of science students at the secondary level would be 959. Assuming that the average figure in Menengah Atas 5 between 1994-2011 is 1 000, the output for science-qualified students, over the period, would be 16 000. Again, since 20 per cent of those enrolled in science are not locals, the estimated figure of school leavers over the period becomes 12 800. This therefore gives a more optimistic scenario.

The Economic Planning Unit also projects that by the year 2011, the total increased demand for all types of workers (the combination of existing temporary workers, retirement of local workers including mortality, and demand due to growth) is in the range of 158 000 (low growth) to 251 000 (high growth). Under this scenario, the country will require the following manpower in science-based occupations:

Table 9. Manpower required in science-based occupations.

Major occupations

Professionals

Technicians

Agricultural, fishery and forestry workers

Total

L o w growth

7 300

11700

2 500

21 500

High growth

12 300

20 600

4000

36 900

Source: 7th National Development Planning, H u m a n Resource Working Paper.

68


B y just taking one category of occupation, i.e. the technician and associated professionals, as a group that will need science qualifications at the various levels, the projected demand made by the E P U by level of required education is as follows:

Table 10. Level of education required.

Major occupations

Technicians and associated professionals

Projected employment,

1991-2011

LG

18 880

H G

27 779

Level of education required

Secondary or below

LG

7 833

H G

13 787

Technical/ Vocational

LG

1 183

H G

2 081

Tertiary

LG

2 693

H G

4 740

L G = L o w growth.

H G = High growth.

Source: 7th National Development Planning, H u m a n Resource Working Paper.

Under the low growth assumption, the average needed for those with secondary-level qualifications would be 392; 59 for technical/ vocational qualification and 135 with tertiary-level qualifications. This would involve those with good science qualifications. T h e corresponding figures under the high growth assumption would be 689; 104 and 237 respectively1.

A comparison of the demand and supply of manpower: comparing the number of school leavers, those enrolled in training and

1. The annual employment rates for the government sector are 1 per cent for low growth and 3 per cent for high growth. For the non-oil private sector, the rates are 5 per cent for low growth and 10 per cent for high growth.

69


higher institutions, and those studying abroad, to the projected demand using either the slow growth or high growth assumption, shows that it will be difficult to meet the number of school leavers required for science-based occupations. The gap is not too wide at the secondary level, but it must be remembered that not all students will do well in science, as can be seen from the analysis of examination results. It should also be remembered that about 20 per cent of these students are not locals and therefore m a y or m a y not join the labour market (as they m a y leave the country) and even if they do, it m a y just be temporary.

At the technical level, the demand m a y not be as overwhelming compared to that at the level of tertiary education. There are currently m a n y training institutions that are technical and vocational in nature and current enrolment suggests that the supply of students with such qualifications would not be a problem. It is at the tertiary level that the shortage will be most critical. Available statistics suggest that the number enrolled in the science-based courses will not be able to meet the demands. Therefore, there is an urgent need to increase the number at this level. Places at higher institutions are available, but two basic issues need to be solved first: the number of students w h o are enrolled in the science stream has to be increased and the quality of examination results improved, not only in the pure science subjects but also in mathematics and the English language. A point that needs to be remembered also is the fact that not all students in the science stream at the upper-secondary level m a y decide to take science-based courses at higher education level, and that some m a y even decide to join the labour market.

70


5. Issues and observations

This chapter has focused on the opportunities available for those with science qualifications to enter various training and higher institutions as well as the labour market. It also examines the flows of students from the school system and other training and higher institutions and to what extent the supply meets the demand for manpower. A number of observations can be m a d e from the data available.

Firstly, there are abundant opportunities for pure science students to pursue higher education both locally and abroad. The number of grants for science-related disciplines and the availability of places in science-related courses in the local university provide evidence on these opportunities. A similar scenario also prevails for such students' opportunities in employment. Although Brunei Shell Petroleum C o m p a n y Sendirian Berhad is not expanding, Royal Brunei Airlines offers ample opportunities both in training and employment.

A second observation concerns the supply of school leavers with adequate qualifications to meet future manpower needs in the science-related sector of the economy. The scenario indicates that it might be difficult to meet the needs.

A third observation focuses on the level of the type of training offered. Current data indicate that most institutions offer courses for lower to middle level science-based occupations. While this m a y be desirable at the momen t , in terms of national development and future needs of the country, a cadre of highly educated local professionals

71

Science education provision in secondary schools in Brunei Danissalam

will be most needed. This will have implications at the school level, both in terms of quantity and quality of students taking the appropriate subjects.

72

Chapter 4

Science education in practice

1. Introduction

This chapter brings together the data from the survey and the case studies collected through questionnaires and intensive fieldwork. While the main characteristics of the survey and case studies are dealt with separately, the major findings are from the analysis of the two sources.

2. T h e survey

Characteristics of schools, principals and teachers

A survey was conducted in a random sample of schools stratified by size, performance at the B J C E , types of school and the level of classes. The schools were chosen from all the four districts, although most of the secondary schools are in Brunei Muara district. One out of every two schools was selected as a sample, making a total of 18 schools in the survey. These consist of 13 government and five non-government schools. T w o government Arabic schools under the Ministry of Religious Affairs were also included in the survey. The profiles of the schools are shown in Table 1.

73


Table 1. Distribution of sample by district, type of school, level, size and performance in B J C E (1994)

Sample schools

by districts

Brunei Muara

Government

Non-Govemment

Arabic

Kuala Bêlait

Government

Non-government

Tutong

Government

Arabic

Temburong

Government

Total

School level

M B l . PU2

1

1

M B 1 -MA5

3 2

1

2

3

2

1

1

15

M B 1 -M A 4

1

1

1

3

MBl-MB3

1

1

Students' enrolment

>1000

1

1

500-1000

4

1

1

2

3 1

1

13

<500

1

1

1

3

6

Performance (BJCE)

Abv. m n

3 2

1

1 2

2

1

12

Bel. mn

3

2

1

1

1

8

Source: Ministry of Education, Department of Planning, Development and Research.

Questionnaires were used to collect data from the sample schools. Piloting of the questionnaires was undertaken in two government and one non-government schools. The final questionnaires were distributed to the respective school principals at a briefing organized by the Ministry. The overall response rate for both the teacher and principal questionnaires was 100 per cent.

All the sample schools are co-educational schools, except for the Arabic schools, which are single sex. Forty-five per cent of the sample schools (9 out of 20) are in urban areas, while the rest are suburban. In terms of enrolment, 55 per cent had between 600 to 1 000 students, 20 per cent had between 200-400, 15 per cent had between

74


400-600 students. One school had an enrolment of below 200, while another had over 1 000 students. Sixty per cent were above the national mean of 75.5 per cent at the 1994 B J C E examinations. Twenty-five per cent of the schools are equipped with hostel facilities and these are all the government schools, with the two Arabic schools included. Brunei Malays form the largest group of students (more than 62 per cent) in all government and Arabic schools, while in the nongovernment schools, the largest group is formed from children of permanent residents and non-citizens. English seems to be widely spoken among the parents. Twelve (60 per cent) of the schools had more than 50 per cent of students whose parents speak English, and two schools indicated that 90 per cent of the students' parents speak English.

A total of 80 per cent of the school principals surveyed are males. Ninety-five per cent are Bruneians, while one (5%) is a permanent resident. In terms of teaching experience, 40 per cent had between 5-10 years' teaching experience, 15 per cent had between 11-15 years, while 35 per cent had between 16-20 years. O n e had less than five years, while another had more than 21 years. The majority of principals (70%) were within the 41-50 age group. Four (20%) were above 50, one was in the 31-35 age range, while one belonged to the 36-40 age range. The distribution by academic qualifications suggests that the majority are in the arts, with only two (10%) of them with a science degree. Seven (35%) had a Bachelor of Education degree, six (30%) had a Bachelor of Arts, one (5%) had a diploma. Three (15%) had other degrees. Table 2 gives the details. Regarding professional qualifications, six (30%) had teaching certificates, while eight (40%) had teaching diplomas and four (20%) had education degrees. With

75


regard to subject trained to teach, four (20%) did not have any, three (15%) were trained in teaching science, while the rest were in the arts and humanities.

Table 2 . M a i n characteristics of principals

Characteristics

Nationality Bruneian Permanent resident

Age (years) 31 -35 3 6 - 4 0 41 -45 4 6 - 5 0 < 5 0

Classroom teaching experience (years)

>21

16-20

11 -15

5- 10

<5

Sex

Male

Female

Academic qualiñcation

Diploma

Bachelor of Arts

Bachelor of Science

Bachelor of Science Education

Bachelor of Education

Masters

Other degrees

Professional qualification

Teaching Certificate

Teaching Diploma

Education Degree

Others

Principals (%)

95 5

5

5

35

35

20

5

35

15

40

5

80

20

5

30

5

5

35

5

15

30 40 20 10

Source: Survey Data: Principals' Questionnaire.

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Main characteristics of teacher sample

All teachers teaching science in the sample schools were required to answer the questionnaires. O f the 165 respondents, 46 per cent were male and 54 per cent female. A s seen in Table 11, the largest group (22%) come from the 25-30 age group. Thirty-eight per cent of the respondents are Bruneians, 3 per cent are permanent residents, while 60 per cent are expatriates. Eighty-six per cent of the teachers are from government schools (including science and Arabic schools) while 14 per cent are from nongovernment. Fifty-two per cent of the teachers in the survey, as shown in Table 3, teach integrated science, 12.7 per cent combined science, 9 per cent physics, 9 per cent chemistry, 13.3 per cent biology, 4.8 per cent physics and chemistry, 15.6 per cent chemistry and biology, 1.2 per cent physics and biology, while 3 per cent of teachers teach human and social biology.

Table 3. Ma in characteristics of teacher sample

Characteristics

Nationality

Bnmeian

Permanent resident

Expatriate

Sex Male

Female

Type of school Government (including Science and Arabic)

Non-government

Subject taught

Integrated science

Combined science

Physics

Chemistry

Biology

Physics and chemistry

Chemistry and biology

Physics and biology

H u m a n and social biology

Teachers (%)

38.0

2.5 59.5

46.0

54.0

86 14

52.0

12.7

9 9

13.3

4.8 15.6

1.2 3

Source: Survey Data: Science Teachers' Questionnaire.

77


3. T h e case studies

The case studies were developed to collect specific information, such as to what extent consumable items, equipment, physical facilities, resources and materials are used, as well as teaching and learning processes. Three schools were selected from the main survey sample, comprising two government schools of above and below mean , and one non-government above-mean school. Data were collected through interviews, observation of class lessons and laboratory work, reviews of students' science books, as well as general observations around the schools. The field work was undertaken between 25 March to 4 April, 1996. Instruments were developed so as to make sure that the case study captured the characteristics of science education in the schools. A s was the case with the survey, the case-study instruments were piloted before they were finalized.

All principals were interviewed. The interview with the principal included biodata, school facilities, staffing, timetabling, finance, perception of the aims and problems of science education, as well as the support system. In general, interviews with the school administrator were carried out for the purpose of establishing basic information about the schools, provision of science, and problems associated with it. In School 1, 10 out of the 19 science teachers were interviewed, while in Schools 2 and 3, because of the small number of teachers teaching science, interviews were done with all, making a total of 21 teachers involved in providing data for science education in practice. The teacher interview included teaching load, personal aims of teaching science, teaching and learning conditions, assessment, problems of teaching and learning, identification of difficult topics, views on textbooks, science-related activities and motivation.

78


Interviews were also conducted in each school with all laboratory staff, the library teacher, the guidance and counselling teacher. A randomly selected group of students was interviewed. In order to get insights into h o w science is taught, lesson observations were conducted, while a sample of students' books was examined to ascertain the types, quality and frequencies of exercises given, as well as teachers' notation of the work. At least five students from each level were asked about science lessons, difficult topics, textbooks, their attitude towards science, as well as their career choices.

Interviews with the laboratory assistant/technician encompassed duties and responsibilities, resources available, as well as perception of teaching and learning problems. The information collected from the librarian was on the availability of science-related books and frequency of borrowing. In addition to these, the team also studied the available science-related documents such as blueprints for science, laboratory timetables, notices and others.

The main structure of instruments used in the case studies are indicated below:

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Table 4 . Structure of case-study instruments

Type

Interview

Observa lion

Documents

Timetables collected

Checklist

Focus

Principals/Deputy principals Head of department

Science teacher

Guidance and counselling teacher

Librarian Laboratory assistant/Technician

Students

Lesson

School environment/Climate

Students' exercise/activities

Books School blueprint

Examination (BJCE, B C G C E ' 0 ' ) results

Textbooks

Laboratories

Teacher/Personnel

Class

Laboratory equipment

Consumables

Physical equipment

The case-study schools

All the case-study schools are co-educational and one urban and two suburban. School 1 is an above-average government school with an enrolment of 1 811 students and 125 teachers. School 2 is non-government and has classes from primary to secondary. Fifty-one per cent of its total enrolment are children of expatriates w h o are professionals and businessmen. The majority of the local students are in primary level. Its secondary enrolment is 388 and it has a staff of 34. The secondary-level classes mainly cater for children of expatriates. School 3 is a below-average government school with 481 students and 53 teachers. Both the government schools have science, arts and technical streams at the Menengah Atas 4 ( M A 4 ) , as well as the ' N ' level classes, while the nongovernment school has science and arts streams only.

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There are contrasts in the general physical resources between the government and non-government schools. The former are very well resourced. For example, School 1 has 55 classrooms for 1 811 students, and various special rooms such as home science rooms, library, resource centre, prayer room, language laboratories and four staffrooms. School 3 has 40 classrooms for 481 students. Its special rooms include workshops, h o m e science rooms, computer room and three separate staffrooms for the morning, afternoon and upper secondary staff. The building of a new school nearby has resulted in a relocation of students, thereby leaving 21 classrooms unused in School 3. All science teachers in this school have their o w n rooms next to the laboratories. School 2, on the other hand, has 12 classrooms for more than one thousand students in two shifts. All the classrooms were somewhat smaller than those found in the government schools. Apart from one staffroom, it has a very small library as an additional special room. The only similarity between the laboratories of both types of schools lies in the air-conditioning facilities.

The government schools have spacious grounds, while in the non-government school, the grounds are m u c h more limited. The government schools also had other similarities. Both had discipline problems and traces of vandalism on school properties (School 1), and truancy (School 3), were still evident in the schools.

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Table 5. Profiles of case-study schools

SCH

1

i

3

Tolal

Enrolment

M

1 187

198

227

F

624

190

254

T

1 811

388

481

2 680

Local

GR

39

19

NGR

40

3

18

Teachers' qualifications

Trained

T

78

3

37

118

Non local

GR

47

4

15

NGR

-7

T

47

11

15

73

Local

GR

1

-

NGR

6

-

Untrained

T

7

-7

Non local

GR

4

1

NGR

9

-

T

13

1

14

G R = Graduate. N G R = Non-graduate.

Source: Case-study Data.

Characteristics of principals and teachers of case-study

schools

All three principals are male and local. The principals of the government schools are in their forties, while that of the nongovernment school is a retired government officer from the Ministry of Education, hired by the school board to administer the academic affairs of the school. All three principals received their degrees in the United Kingdom. T w o had their professional training there, while the principal of School 1 received his training in Brunei Darussalam. All had additional qualifications - for example, the principal of School 1 has an advanced diploma in school management, while the principal of School 3 has a Diploma in Higher Education. The principal of School 2 has a Diploma in Teaching English as a Foreign Language (TEFL), and had undergone a one-year course in management and a specialist course in school inspection. All additional qualifications are obtained

82


abroad. In terms of experience as principals, one had been principal for 11 years, while another was principal for 8 years. Apart from being classroom teachers, all held several positions previous to being principal. The Principal of School 2 was headmaster of a primary school, inspector of schools, principal of a teacher training college, a Ministry official at the planning unit as well as the school section. The principal of School 1 was head of the department of science, senior master, deputy principal as well as a Ministry official. The principal of School 3 was a senior master, and deputy principal prior to his appointment as principal. T w o of the schools (Schools 2 and 3) had deputies w h o were science graduates.

Science teachers

There are 30 science teachers in the three schools. School 1 had 19 science teachers, of which 12 are expatriates. All the science teachers in School 2 are expatriates, while in School 3, three out of six are expatriates. O f the 21 science teachers interviewed, seven are Bruneians, while the rest are from various countries, including N e w Zealand, Malaysia, the United Kingdom, India and the Philippines. Nineteen have university degrees and this includes all the expatriate teachers. In terms of training, all except four expatriate teachers in School 2, which is a non-government school, have undergone training in education. With respect to subject specialization, Table 6 provides the details.

In terms of teaching experience, two had less than four years experience, while nine had between 5-10 years, seven had between 11-20 years and three had more than 20 years.

83


Tableó. Science teachers' profile in case studies by subject specialization

Subject

Chemistry and mathematics

Chemistry and biology

Mathematics and physics

Chemistry

Chemistry and geology

Physics

Biology

Zoology and botany

Mathematics

Integrated science

School 1

2

School 2

--1 i

---1

1

-

School 3

--

t

--3

-1

Total

0

1 T

7 1 1

3 1 1

->


4. Major findings

The findings of this study are divided into five categories. The first category deals with science enrolment, and the second category discusses findings pertaining to teachers of science. The third category looks into aspects of the teaching and learning of science and the fourth examines aspects that deal with assessment and performance. The fifth category delves into support and resources for science.

A. Science enrolment

Data from the survey show that in 1996, there were 1 437 students enrolled in the science stream at the upper secondary and pre-university classes compared to 12 797 in the arts stream for the same level of education, giving a ratio of 11:89. In terms of enrolment by level, Table 7 provides the data for 1995 and 1996.

84


Table 7. Enrolment of students in science at M A and P U (Upper and post-secondary) level in the sample schools (1995 and 1996)

(Uppersec.4)MA4

(Uppersec.5)MA5

(Pre-Univ.l)PUl

(Pre-Univ.2)PU2

Total

Science 1995

475

428

83

40

1 026

Science 199«

551

444

91

81

1 167

Source: Survey Data. Principals' Questionnaire.

A comparison of the data for 1995 and 1996 indicates that there has been an increase in the absolute number of students taking the pure science subjects. The figure for Menengah Atas 4 in 1996 shows an increase of 76 students (16 per cent).

Table 8. Science and arts enrolment in M A 4 - P U 2 (upper sec. 4 -pre-university 2) in sample schools (1996)

Stream

Science

Ails

Total

School

Science

435

-435

%

100

Govt

429

8 490

9919

%

4.3

85.6

N . Govt.

249

1 642

1 891

%

13.2

86.8

Arabic

54

1 641

1695

%

3.1

96.8

Total

1 167

11 773

12 940

%

9.1

90.9

Note: Table 8: Science schools and Arabic schools are government schools.

Source: Ministry of Education. School statistics.

The average ratio of science and arts students at the upper- and post-secondary level for 1996 is shown in Table 8. Only 1 167 students

85


out of a total number of 12 940 students at this level are enrolled in science. This forms 9 per cent of the total upper-secondary enrolment. In terms of the science to arts ratio, in the government school, the ratio is 1:20, while in the non-government school, more students are enrolled in the science stream (1:7).

In terms of sex, as shown in Table 9, the figure for 1995 shows more males were in the science stream (50.8 per cent) compared to females (49.2 per cent). However, for 1996, the scenario is the reverse, where more females (53.1 per cent) are enrolled in the science stream, while the percentage of males is 46.9 per cent.

Table 9. Enrolment in the science stream in sample school by sex (1995 and 1996)

Stream

M A 4 Science

M A 5 Science

Total

Per cent

1995

Males

229

ttg

458

50.8

Females

246

199

445

49.2

Total

475

428

903

100

1996

Males

251

216

467

46.9

Females

300

228

528

53.1

Total

551

444

995

100


The increase in the number taking science classes is also reflected in the case-study schools. In School 1, based on the Menengah Atas 4 science enrolment, there has been an increase in the number of students in the pure science stream. In School 1, there are two science classes in 1996 at Menengah Atas 4 level, compared to one in 1993. From 49 students enrolled in Menengah Atas Science in 1991, the number increased to 96 in 1996, indicating an increase

86


of 100 per cent. The school also reported five requests from students w h o wanted to be in the science stream and w h o were accepted. The trend is similar in the two other schools. In School 2 the science class at Menengah Atas 4 has 48 students, compared to 20 in the previous year. In School 3, there were 11 students at Menengah Atas 4 in 1995. This increased to 15 in 1996. In terms of the proportion between science/technical:arts, the data show a more promising figure. The overall science/technical:arts percentage ratio for the case-study schools is 29.3:70.7. T h e proportion of science to arts is the reverse in School 2 , where there are more students enrolled in science than in the arts. The percentage ratio of science to arts is 58:42.

The principal of School 2 is of the opinion that several factors contribute to the increased interest in science in his school. These include local and global development prospects which, in his opinion, seem to suggest that chances and opportunities for science/technical-qualified graduates are bright, while those in the non-technical field, except for accounting, are limited. H e perceives that the current and future scenario within the country is inclined towards preferring those w h o are scientifically literate. It is also because positions in the administrative sector are limited, and the fact that even those in the traditionally non-technical positions will in the near future need those w h o are scientifically literate to operate more sophisticated equipment.

Interviews with students in all three case-study schools seem to indicate that, generally, students across the board, even the ' N ' level and repeaters, do have an interest in, and like, science. The fact that there are requests to be in the science stream in all case-study schools provides an indication of students' interest in taking up science.

87


Those in the science stream said they like science because it is interesting, it is useful and that the knowledge gained can be applied to everyday life. The ' N ' level group of students in School 1 said they like science because of the teacher, w h o m they described as good. Science is also well liked among students in the lower secondary classes of all three schools, although biology and chemistry components are preferred to physics. Practicáis occupy a special place as m a n y quoted the opportunity to do practicáis as a reason w h y science is interesting (School 1 and School 2), and its 'absence' makes science boring (School 2). However, the principal of School 1 was of the opinion that this interest wanes as the students enter upper secondary and chemistry and physics become difficult. These interviews also suggest that the better students have a m u c h clearer view of what they want to do in terms of their career.

Selection into science stream

Streaming is widely practised in schools and the science class is considered as the better stream compared to the arts or technical streams. Eighty per cent of principals agree that class streaming by ability helps the less able students. Most schools state that entry into the science stream for their o w n students is decided by the schools themselves. The B J C E examination results are used to determine w h o should be in the science stream. However, the m i n i m u m requirements vary from school to school. All insist on credits in integrated science, mathematics and English language at the B J C E level. For integrated science, two schools stated a credit 3 as a m i n i m u m requirement to be in the science stream, seven schools used a credit 4 , three used credit 5, while four used a credit 6. O n e school imposes a distinction

88


2 as a m i n i m u m requirement. For mathematics, two schools used a distinction 2, two schools used credit 3, six schools state credit 4 , three schools state credit 5, while five schools state credit 6. A credit pass in the English language is also a basic requirement for students to be in the science stream. However, most schools do not insist on high credits; for example, nine schools put a credit 6 as a m i n i m u m requirement, while another four put a credit 5. Malay language does not seem to be considered a basic requirement (seven schools indicated this), particularly in the non-government school. O f the schools that include this as part of basic criteria, three state credit 3 as a m i n i m u m requirement, two, credit 4, one, credit 5 and four, credit 6. In addition to these four subjects, some schools include geography as one of the criteria, and 55 per cent of schools indicated this. A s is the case with English language, the m i n i m u m level of pass is not as high as for integrated science or mathematics. S o m e schools also take into consideration the parents' request for children's enrolment in the science stream. Seventy-two per cent of the sample schools state they do take into consideration requests from parents in this matter.

In the case studies, it is found that schools also use results of qualifying examinations, mid-year examinations and test results as additional bases for the selection into the science stream. In School 1, the top 15 to 20 per cent are admitted into the science classes, the next batch of 30 students are admitted into the top arts class, with technical 1 and 2 and other arts and technical students following on from there. Students are given two weeks to decide if they want to opt out to other streams, and this will be granted only if justified by their results and performance throughout the course of the year. In

89


1996, there was only one student w h o opted out to the arts stream, and six students opting out into the science stream, whose transfers were approved because their B J C E results were good. Teachers in this school generally think that the science stream is still considered prestigious among parents and students.

Nevertheless, some teachers had their reservations about the quality of students in the current science classes. O n e teacher in School 1, for example, felt that some students in her science class would be better off if they were in the arts class. She cited the case of M A 5 Science 2, where only seven of the 20 students had obtained credits in integrated science at the B J C E level. There was a similar case in School 3, where four out of five students in the science class obtained a grade 7 in integrated science. There is mixed opinion about whether students should be allowed to drop science at the upper-secondary level if they find it difficult. Forty-six per cent of teachers agreed that students should be allowed to do that, while 54 per cent disagreed. Those w h o agreed were comprised of 67 per cent of teachers in the science school, but the percentage was lower in the other schools. However, more principals (55 per cent) agreed that students should be allowed to drop the subject at Menengah Atas 4 if they found it difficult.

A s a result of this solution process, the average class size in the science stream varies with the type of school but, overall, it is small, ranging from 6 to 25 students per science class. The Science School has an average of 25 students in both its upper-secondary science classes. The government schools enjoy a m u c h lower class size, with an average of 13 students in the above-mean schools and 15 in the below-mean schools. In the above-mean non-government

90


schools, the average number for Menengah Atas 5 is 23, while at the Menengah Atas 4 , the number increases to 34. The class size for below-mean non-government schools is very small (average of six students). For the Arabic schools, the average class size for the Menengah Atas 4 and 5 science streams is 17 and 14 respectively.

The science teacher:student ratio is 1:25 for the Science school, while for the above-average non-government school, the ratio is 1:23. However, for the government and Arabic schools, the ratio is 1:8. This indicates that the proportion of science teachers in the government schools is well above the number needed.

Transition and repetition rates

Overall, the transition rate in the sample schools between lower secondary and upper secondary is about 78 per cent. In the above-mean schools, the transition rate is between 83 to 85 per cent. In the science and Arabic schools, which have selective student intake, the transition is 100 per cent and 89.9 per cent respectively. All w h o fail to be promoted are required to repeat. The highest repetition rate is in the below-mean non-government schools (52.4 per cent), followed by the government below-mean schools (37.7 per cent). At the ' O ' level, the average repetition rate for science students is about 8.9 per cent, with the highest rate in the government schools. There was no repetition in the science or Arabic school in 1993. However, in 1994, there was a slight increase in the overall repetition rate at 9 per cent. There were repetitions in all types of schools, i.e. 16 per cent in the government, 2 per cent in the Arabic school and 1.2 per cent in the Science school. Table 10 shows the transition and repetition rate between the lower-and upper-secondary level.

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Table 10. Transition and repetition rates in sample schools at the B J C E level (1995/1996)

BJCE 1995

M B 3

(Lower sec.3) in 1995

% Promoled to M A 4

(Upper sec.4)

End 1995

% Repealed M B 3

(Lower sec. 3) in 1996

%

School

Science

153

100

153

100

0

0

Govt.

A b v . m n

984

100

834

84.8

152

15.2

Bel.mn

1148

100

715

62.3

433

37.7

N.Govt.

Abv.mn

382

100

316

82.7

66

17.3

Bel.mn

21

100

10

47.6

29

10.5

Arabic

275

100

248

89.5

29

10.5


B. Science teachers

The survey data suggest that there are more female teachers teaching science than males (54:46). Expatriates m a k e up a large proportion of teachers teaching the subject (59.5 per cent), while the rest is comprised of Bruneians (38 per cent) and permanent residents (2.5 per cent). This is also evident in the case-study schools, where 14 of the 21 teachers are expatriates, while in School 2, all teachers teaching science are expatriates. In terms of service, 47.5 per cent are on contract, while 25.9 per cent are on a permanent basis. About 11.7 per cent are hired on a month-to-month basis, 8.6 per cent are daily rated, while 6.2 per cent are still on probation. There is a fair distribution in terms of ages, with a bias within the age group of between 25-30 years (22.2 per cent). A very small number are aged below 25 years. With regard

92


to experience as teachers, about 41.8 per cent have less than 10 years' experience (25.8 per cent have less than 5 years' experience, 16 per cent between 6-10 years, 14.7 per cent between 11-15 years and 18.4 per cent between 16-20 years). About 14.7 per cent have more than 25 years of experience. About half of the teachers (53.4 per cent) have worked in Brunei Darussalam less than five years and about 21.1 per cent have worked between 6-10 years in the country. The majority of teachers have not served for a long time in their present school (68.1 per cent have served less than five years). About 27 per cent have served between 6 and 15 years in their current school.

Details of science teachers are shown in Tables 11,12, and 13.

93


Table 11. Profiles of science teachers in sample schools

Characteristics

Nationality

Bruneian

Permanent resident

Expatriate

Age (years)

<25 2 5 - 3 0

31 -35

3 6 - 4 0

41 -45

46-50

>50 Sex

Male

Female

Terms of service

Permanent

Month to month

O n probation

Daily rated

Contract

Classroom teaching experience (years)

<5 6- 10

11 - 15

16-20

21-25

26-30

31 -35

>35 Serving in Brunei (years)

<5 6-10

11 - 15

16-20

21 -25

26-30

>30

Teachers (%)

38.0

2.5 59.5

1.9 22.2

16.0

13.6

16.0

16.7

13.6

46.0

54.0

25.9

11.7

6.2 8.6

47.5

25.8

16.0

14.7

18.4

10.4

9.2 3.7 1.8

53.4

21.1

12.4

6.2 3.7 2.5 0.6



Level of qualification

Science is taught largely by degree holders (93.3 per cent). Slightly more than half (52.8 per cent) had qualifications in Bachelor of Science, while 34.8 per cent had a Bachelor of Science with Education degree (B.Sc.Ed.). T w o of the science teachers had degrees in engineering. About 3.7 per cent had ' O ' level qualifications. All science teachers in non-government schools are university graduates compared to 92.1 per cent in government schools. Twenty-nine per cent of these teachers obtained their degrees locally while the rest hold foreign degrees. O f the foreign degrees, 19.8 per cent are obtained in India, followed by the United Kingdom (17.9 per cent) and Malaysia (11.1 per cent). The rest are from the Philippines (4.9 per cent), N e w Zealand (3.1 per cent), Singapore, and Australia (each 1.9 per cent). Ten per cent are from other countries such as Korea, Japan, Thailand, and Canada. In terms of professional qualifications, 21.1 per cent do not have any. The percentage of those w h o do not have professionals qualifications in the non-government schools is higher than those in government schools (38.1 per cent of teachers in non-government schools and 18.3 per cent of those in government schools). Twenty-seven of the science teachers have second degrees. Table 12 shows the profile of science teachers in the sample by qualifications.

95


Table 12. Profile of science teachers by qualification

Characteristics

Highest academic qualification

• 0 ' level

' A ' level

Diploma

Degree

Country where academic qualification is obtained:

Australia

Brunei Darussalam

India

Malaysia

N e w Zealand

Philippines

Singapore

United Kingdom

Others

Type of degree

N o degree

Bachelor of A n s

Bachelor of Science

Bachelor of Science (Ed)


Bachelor of Engineering

Others

Professional qualification

None

Certificate in Teaching

Diploma in Education


Further degree

None

Masters, M.Phil and P h . D .

3.7 1.8 0.6

93.3

1.9 29.0

19.8

11.1

3.1 4.9 1.9

17.9

10.4

5.0 3.1

52.8

34.8

1.2 1.2 1.9

21.1

17.0

28.5

32.7

73.0

27.0

Teachers (%)


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Table 13. Profile of teachers by major subject trained to teach

Subject

First Major

None

Integrated science

General science

Physics

Chemistry

Biology

Agricultural science

Mathematics

English language

Others

Second Major

None

General science

Physics

Chemistry

Biology

Mathematics

English language

Others

Teachers (%)

3.7

13.7

3.1

16.8

34.8

20.5

1.2

5.0

0.6

0.6

80.7

3.1

1.9

3.1

3.1

6.8

0.6

0.6


In terms of option trained to teach, 34.8 per cent have chemistry

as their first major. This is followed by biology (20.5 per cent), physics

(16.8 per cent), and integrated science (13.7 per cent). Up to 9.9per cent

of the science teachers do not have science as an option. The majority of

these teachers (80.7 per cent) do not have a second major. O f those w h o

had second majors, mathematics ranked the most, followed by general

science, biology and chemistry. There are also those w h o have a third

major subject, but the number is only about 5 per cent. With regard to

minor subjects for which they were trained to teach, 12.7 per cent of

them stated they had no second option. The distribution of the first minor

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is as follows: about 27.2 per cent are in mathematics, 20.3 per cent in integrated science, 11.4 per cent in chemistry, 9.5 per cent in physics, and 6.3 per cent in general science. About 22.5 per cent had a second minor, while 7.2 per cent had a third minor subject.

Taken together, this appears to create an imbalance in the number of teachers trained to teach the various subjects, with a bias towards qualifications in teaching chemistry. This is also the situation in the case-study schools; teachers with qualifications in chemistry outnumber those qualified in other subjects, particularly in physics. In fact, in Schools 2 and 3 there are no teachers with qualifications in the teaching of physics. While School 2 solved the problem by appointing a mathematics qualified-teacher to teach this subject, School 3 does not offer the subject at all, as found during the fieldwork. Thus overall, while there seems to be an adequate number of science teachers, there is an imbalance over the subject specialization.

There does not seem to be a problem in the supply of science teachers since expatriates are recruited to m a k e up for whatever shortages there are. In cases where vacancies need to be filled, the time taken to fill them ranges from 1-12 months, with 25 per cent of principals stating that it takes between 1-3 months, while 20 per cent each state the time taken is between 4-6 and 7-9 months.

Subject taught and workload

Most teachers teach the subject they were trained to teach either as a single subject or as a subject component for integrated science, combined science or double science. Table 14 shows the distribution of teachers teaching subjects of their first majors. F rom the table it can

98


be seen that chemistry graduates are spread out to teach the various science subjects. In fact, there are more chemistry graduates teaching integrated science than there are teaching chemistry. The table also shows that integrated science is taught by all types of science optionists, with chemistry graduates forming the largest group. Apart from that, teachers without training or w h o are trained in non-science subjects (such as mathematics and English language) are also assigned to teach integrated science. A small percentage of science teachers also teach non-science subjects, mainly mathematics.

Table 14. Subject taught by first major trained to teach

Subject

0

% 1

% 2

% 3

% 4

% 5

% 6

% 7

% 8

% 9

% 10

%

1

4 100

19

95

5 100

7 25.9

21 39.6

14 42.4

1 50.0

7 87.5

1 100

1 100

2

2 7.4

2 3.8

3

1

5

17 63.0

1 1.9

1 12.5

4

18 34.0

2 6.1

S

4 7.5

16 48.5

6

3 5.7

7

3 5.7

1

3.0

8

1 3.7

9

1 50.0

N B : Blanks indicate that no teacher has Computer Science (Subject 8) as a first major in his training (this includes the teacher w h o is teaching this subject).

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First major subject trained (rows)

0 NONE

3 PHYSICS

6 AGRICULTURAL SCIENCE

9 ENGLISH LANGUAGE

Teaching subject (columns)

1 INTEGRATED SCIENCE

3 PHYSICS

5 BIOLOGY

1 INTEGRATED SCIENCE

4 CHEMISTRY

7 MATHEMATICS

10 OTHERS

6 DOUBLE SCIENCE (PHYSICS AND CHEMISTRY)

7 DOUBLE SCIENCE (CHEMIS' TRY AND BIOLOGY)

2

5

8

2

4

GENERAL SCIENCE

BIOLOGY

COMPUTER SCIENCE

COMBINED SCIENCE

CHEMISTRY

8 DOUBLE SCIENCE (PHYSICS AND BIOLOGY)

9 HUMAN AND SOCIAL BIOLOGY


Overall, the majority of teachers have a workload of about 24 periods a week, although there are some w h o have as many as 29 periods a week. In terms of science teaching, most teachers teach between six-ten periods a week, followed by 22 per cent of teachers w h o said they teach between 21-25 periods a week. The majority of those w h o indicated this are those w h o teach integrated science. Only those w h o hold special posts such as head of the science department, head of the academic committee, or deputy principal, are given between one-five teaching periods. The lighter workload is supposedly to enable them to spend more time on the administrative and supervisory role that they are expected to play. Teachers from below-mean non-government schools agree that science teachers should have fewer periods than other teachers, but the rest of the teachers have split opinions on this. While 70 per cent of teachers agree that science teachers should have fewer periods, 30 per cent disagree.

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Data from the case-study schools give the picture that science teachers put a lot of effort into teaching their subjects, and they do work hard in undertaking this responsibility. This is obvious judging from the amount of extra work that they do, such as preparing notes for students as well as holding additional classes and practicáis in the afternoon. All three principals expressed their satisfaction with their science teachers over their dedication to their work. Interviews with teachers also indicate that almost all teachers enjoy teaching and that they would not leave the teaching profession. This is also found in the survey data, where 71 per cent of the teachers agreed with the statement that T would rather be a teacher than do another job'. In the case studies, except for four, w h o wanted to go to other schools for 'a change in the environment', 'to be nearer h o m e ' and to 'teach a different set of students', all of them said they like teaching in the current school. This is also found in the survey data, where 90 per cent of the teachers disagreed with the statement that if they had a choice, they would rather teach in another school.

Thus, low motivation of students, particularly with the low ability classes, dissatisfaction with s o m e aspects of school administration (as in School 1) and limited resources (School 2) do not seem to affect teachers' levels of motivation. Teachers in School 3, although faced with students w h o were not very keen to learn, were happy with the school because the school environment was conducive to teaching and they had good support from the school administration. Teachers in School 1 gave good co-operation among fellow teachers as a reason w h y they liked being in the school. With regard to whether teaching science has become more difficult than it used to be, the teachers' responses in the survey were mostly in disagreement (59 per cent) with the statement.

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Duties performed

Apart from teaching science, the science teachers also perform other duties. O f the eight major positions in the school, 15.2 per cent of the respondents are heads of department ( H O D ) , while 4.4 per cent are assistant H O D . O n e is a deputy principal. About 4.4 per cent hold positions as senior masters, 6.3 per cent as examination secretaries, 10.1 per cent as career counselling teachers, 1.9 per cent as registrars, 3.8 per cent as head of section. S o m e also hold more than one post listed. But the majority, 53.2 per cent, do not hold major posts in the school, as listed in the questionnaire {see Annexe Al).

In-service courses

In-service courses and workshops are a w a y for teachers to get acquainted with n e w developments in educational programmes. The contents of such activities range from orientation of new programmes to training in marking schemes. Table 15 shows that in 1994, slightly more than half (5 3.5 per cent) of the teachers said they had not attended any science in-service courses. However, a comparison between 1994 and 1995 shows the number w h o attended is twice the number for 1994. A total of 68.2 per cent of teachers said they attended in-service courses of all types. Nevertheless, there still remained 31.8 per cent w h o did not attend any during that year.

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Table 15. N u m b e r of teachers attending science in-service courses

Response

Yes

% No

%

1994

59

46.5

69

53.5

1995

111

68.2

52

31.8


The majority attended the courses of a duration of half days to 10 days conducted in the country. Fourteen per cent of the teachers had attended courses longer than 10 days. Teachers also attend courses abroad, and about 24.8 per cent indicated they had been to courses given outside the country.

Teachers agree that science courses which include In-service Training (INSET), workshops and seminars are useful. In fact 92.6 per cent indicated that they agree that such courses have been, and will be, helpful in improving their teaching. Interestingly, among those w h o disagree with this are 13.3 per cent of teachers in the Science School and 9.1 per cent from the Arabic School. In terms of its usefulness in providing scientific knowledge, the majority of teachers of all types of school and levels of performance were of the opinion that these courses were useful. Teachers also found these courses useful in terms of providing scientific teaching skills as well as regarding information on science curriculum innovations. Table 16 shows teachers' opinions on the usefulness of in-service courses.

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Table 16. Teachers' views on the usefulness of in-service courses

Response

Nol applicable

% Not useful

% Not so useful

% Useful

% Very useful

%

Aspects

Scientific knowledge

36 23.5

2

1.3

12 7.8

53 34.7

50 32.7

Science teaching skills

35 23.5

1 0.7

7 4.7

74 49.6

32 21.5

Information on science curriculum innovation

35 21.7

4 2.5

15 9.3

65 40.4

42 26.1


Membership of the professional association

Brunei Darussalam has an association of science education -Brunei Association of Science Education ( B A S E ) which is described as active. However, only about 26.6 per cent (42) of the respondents said they are members of this association. O f those w h o are members, 50 per cent are the older teachers (above 46 years old). Males outnumber females in the membership by 43.1 per cent. In terms of nationality, expatriates comprise 71.4 per cent. Comparison between schools shows that 35.8 per cent of those w h o are members are teachers from the government schools. Table 77 shows the teachers' membership in the Brunei Association of Science Education.

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Table 17. Membership in the Brunei Association of Science Education by age and sex

Response

Yes%

Age

<25

0.0

2.6

25-30

14.3

25.9

31-35

11.9

18.1

36-40

11.9

13.8

41-45

11.9

17.2

46-50

33.3

11.2

>50

16.7

11.2

Si'x

M

61.9

64.9

F

18.8

81.2


C. Curriculum and instruction

Various sources provide data on the teaching and learning of science. These provide multiple perspectives on the environment that surrounds the teaching and learning of science. The science curricula describe the aims and objectives that need to be achieved for the specific course.

There is a very high consensus on the importance of science in national development. About 99.4 per cent of the teachers agree that Brunei Darussalam needs more science graduates for its national development. A total of 67.3 per cent agree that science students have more opportunities to obtain better jobs than others. This is endorsed by 70 per cent of principals, w h o agree that those w h o study science are more likely to have better jobs than those w h o do not. Not only that, they (85 per cent) also agree that science is becoming more important for the fifth formers to find a job.

Most teachers agree that learning science is important because it helps in understanding and analysing things in everyday life. Teachers in School 1 noted that the objective of learning science is to learn and

105


understand facts taught and be able to make the students aware that science affects them. To the teachers, the most important objective of teaching science is to ensure that students understand and grasp scientific knowledge, as well as to stimulate their interest in science. All principals and teachers alike agree that every student should learn science and that it should be presented according to the levels and ability of the students. Although there are more females than males in the science stream, only 60 per cent of principals agree that females like studying science: this shows a certain prejudice.

In the case studies, the principal of School 1 was of the opinion that bright students should be encouraged to take up science subjects at the upper-secondary level, while the weaker ones should learn the subject in the lower-secondary classes and be provided with alternative subjects, such as living skills, at the upper-secondary level. H e added that schools should m a k e attempts at having as high as 50 per cent of the upper-secondary school students enrolled in the science stream, as he felt this was very important for the development of the country, particularly, due to the need for more qualified locals to replace foreign workers in critical fields such as teaching, medicine and engineering.

O n the m e d i u m of instruction for teaching, he was of the opinion that science should be taught in Malay for those whose levels of English proficiency were low. This would be useful within the context of Brunei Darussalam. Most of the local teachers in the case studies also agreed on this point.

The importance of science is also measured by the amount of time given to it in the timetable. Generally, all science subjects are given five periods a week. S o m e schools m a k e provision for more

106


time through various means, such as holding extra practicáis in the afternoon and on Saturdays. Principals have mixed opinions on whether more time should be given to the teaching of science at the lower-secondary level at the expense of other subjects. About half of the principals agree that this should be so, while the other half disagree. However, more teachers (64.5 per cent) are in favour of having more time for this subject at the lower-secondary level.

O n the curriculum itself, some 51.7 per cent of teachers feel that there is too m u c h material in the science curriculum for most teachers to complete the year's work, while 48.3 per cent do not think so. The science curriculum is perceived as containing both science skills and attitudes and slightly more than half, 54.6 per cent, disagree that science teaching materials emphasize scientific facts rather than the science skills and attitudes. Table 18 shows teachers' and principals' responses to issues regarding science education in general.

Table 18. Teachers' response to items concerning science education

Item

1. Brunei Darussalam needs more science graduales for ils national development.

2. Science student have more opportunities to get better jobs than others.

3. Science should be given more time in lower secondary.

4. There are too many materials in the science curriculum for most teachers to complete the year's work.

5. Science teaching materials emphasize scientific facts rather than science skills and altitudes.

Strongly agree

%

47.7

18.2

13.2

9.7

4.0

Agree

%

51.7

49.1

51.3

42.0

41.4

Disagree

%

0.6

25.4

30.7

43.2

47.1

Strongly disagree

%

0.0

7.0

4.8

5.1

7.5


107


Lesson preparation

Teachers indicated that the syllabus, the textbook and the scheme of work are very often used in the preparation of lessons. Of the three, the scheme of work ranked the highest, with 90 per cent of teachers indicating they used this as a reference. This is followed by the syllabus, and 86.9 per cent of teachers indicated this as very often used. About 73.6 per cent of teachers indicated textbooks as another source very often referred to in the preparation of textbooks. Expatriate teachers appear to refer more often to these materials compared to the locals. O n the other hand, teachers from the government and Science school seem to refer less to them compared to the non-government or Arabic schools. In the case-study schools, some teachers said they also referred to the past year's examination questions guideline, in preparing their lessons.

Table 19. Frequency of materials used when preparing lessons

Materials

Syllabus

Textbooks

Scheme of work

Scale

Very often

Sometimes

Rarely

Very often

Sometimes

Rarely

Very often

Sometimes

Rarely

Bruñeran (%)

82.0

16.4

1.6

68.3

23.3

8.4

86.9

11.5

1.6

PR(%)

100

0.0

0.0

75.0

25.0

0.0

66.7

33.3

0.0

Expatriates (%)

89.5

10.5

0.0

76.8

21.1

2.1

92.6

5.3

2.1

Overall (%)

86.9

12.5

0.6

73.6

22.0

4.4

90.0

8.2

1.8


108


Practicáis

Practicáis occupy a specific place in science education, as this is the time w h e n theories are both learned and generated. In five-period lessons, it is the normal practice that four periods (two double periods of 80 minutes duration) are set aside for laboratory work or practicáis. Teachers were asked to reflect on their teaching of a particular science subject during the last two weeks prior to the case-study fieldwork. They were required to note the level of the class, the subject they taught, the number of periods in laboratories and in class, h o w m a n y were demonstrations and practicáis, and whether the practicáis were done in groups or individually. Most teachers (72.9 per cent) indicate that they give between 6-15 periods for teaching in the laboratory (see Table 20).

Table 20. N u m b e r of science practicáis by level

Level

MB1

MB2

MB3

' N ' Level

MA4 Sc.

MA4 Ans

MA5 Sc.

MA5 Ails

N u m b e r of laboratory/practical periods

24

17

25

i

23

0

24

0

1-5

2

6

7

2

11

5

14

1

«-10

14

13

3

1

12

2

19

4

11-15

7

3

11

0

1

1

1

0

16-20

1

1

0

0

1

0

2

3

21-25

2

0

5

0

i

0

1

0

26-30

0

0

1

0

0

0

1

0

>31

3

2

1

0

0

0

1

0


Practicáis are mostly conducted in the morning, but 10.3 per cent of teachers said they do conduct practicáis outside the school hours.

109


Laboratory periods are utilized for teachers giving demonstrations and for students conducting experiments either individually, or in groups. Table 21 shows the n u m b e r of demonstrations, group and individual practicáis undertaken in the science lesson. From the table, it can be seen that 76.5 per cent of teachers said they assign between 1-5 periods a w e e k for demonstrations. Forty-nine per cent said they do not conduct individual practicáis, while 81.3 per cent said individual practicáis are done between 1-5 periods. A very small percentage (16.2 per cent) gave more than six periods a week for individual practical work. Group practicáis are mostly conducted between 1-5 periods a week (62.4 per cent of teachers indicated this), while 26.3 per cent said they do between 6-10 individual periods. There are some differences between types of schools. Mos t teachers in Science school, government schools and above-mean non-government schools organize individual practicáis.

The number per group varies from school to school. In the lower-secondary classes, the group size is between 4-6 students. For the ' N ' level classes, the size is between 2-4 students while, at the upper-secondary level, the group size is between 2-5 students. In School 2-4 of the case studies, since the class enrolment is very large, while the size of the laboratory is two-thirds the size of a normal laboratory found in government schools, the groups are as large as seven-eight students. However, despite this, the teacher made sure that all pupils had a chance to participate in the practical. This was possible because although it was the second class in terms of ability, most of the students were good and were able to complete the practical ahead of time. The scenario in the other two case-study schools is

110


somewhat the reverse. Although the group size is m u c h smaller, active participation does not appear to be prevalent. Only one or two students are actually involved, while the rest are there more as observers.

Table 21. N u m b e r of demonstration, group and individual practicáis

Periods spent on practicáis

0

1-5

6-10

11-15

16-20

>20

Total

Number of teachers

Demonstration (%)

14.8

65.2

13.5

4.5

0.6

1.3

100

155

Group (%)

15.3

52.9

22.3

4.5

2.5

2.5

100

157

Individual (%)

48.7

41.7

8.3

1.3

0.0

0.0

100

156


Eighty per cent of teachers were of the opinion that less able students do enjoy practical work and 83 per cent agree that they perform better w h e n working in groups with more able students. This opinion is also shared by 80 per cent of principals. Seventy-seven per cent of teachers also agree that more able students benefit from being grouped in class. In the conduct of practicáis themselves, teachers were split in their opinions on whether practical work in groups was difficult as a result of lack of equipment. Slightly more than half of the teachers (53.6 per cent) agree that this is so, while 46.4 per cent disagree. Table 22 shows teachers' opinions on issues relating to practicáis.

Ill


Table 22. Teachers' opinions on issues relating to practicáis

Items

Science teachers in m y school do demonstrations more often than class practicáis

Practical work in groups is difficult due to a lack of equipment

Less able students enjoy practical work

More able students benefit from being grouped together in class

It is difficult to complete the syllabus if one has to do the recommended practicáis

Response

Strongly agree

% 2.9

9.6

13.0

15.0

13.6

Agree

% 34.5

44.0

66.7

62.4

38.1

Disagree

% 53.8

37.3

18.6

19.1

38.1

Strongly disagree

% 8.8

9.1

1.7

3.5

10.2


Teachers seem not to be doing more practicáis (55 per cent), because they think that 'the number currently done is adequate', with an equal percentage of responses from all nationalities. Other reasons m a y be that there is 'no time left due to pressure of examinations', 27 per cent of teachers chose this as the most important reason, while 37 per cent chose it as the second most important reason. Teachers are split in their opinions as to whether it is difficult to complete the syllabus if one has to do the recommended practicáis. A total of 51.7 per cent of teachers agree with this statement, while 48.3 per cent disagree.

Patterns of teaching

Lesson observations m a d e in the case-study schools, as well as the teachers' accounts of h o w they taught, indicated that teachers generally followed a basic pattern of recapitulating previous lessons/

112


theories learned, which had certain links to what students were going to learn in class. Attempts were made at linking the topic to be learned with what happened around about in everyday life. Questions were posed by teachers requiring students' responses either individually or as a class. If the lesson involved practicáis, then teachers conducted demonstrations first, followed by students doing practicáis in groups. While students conducted the practicáis, teachers were seen to m o v e from group to group, supervising and explaining to students if there were questions or doubts raised on the activity being undertaken. All teachers mentioned written work following the practicáis, either in the form of h o m e w o r k or classwork. These take the form of writing up procedures, methods of experiments, recording of observations in their practical books or answering questions related to the experiments on worksheets. This was also observed in the lessons. The last 20 minutes before the period is over is spent on drawing conclusions on the practicáis done, followed by exercises. The conclusions are arrived at through question/answer techniques and teachers usually write these on the board. Students copy these into their laboratory books. In some classes, the written work takes the form of answering questions, taking d o w n notes, making one's o w n notes (School 2) or drawing relevant diagrams. Students in the better classes are able to complete these exercises, but with the less able, the exercises are often completed as homework. In School 2 , most lessons finished well before time, giving about five-ten minutes for students to ask questions. In lessons where teachers were going over the test questions (School 2), the discussion did not focus merely on the correct answers, but also on h o w the questions should be handled and on processes in getting the right answers.

113


It was also observed that teachers teaching in government schools provide a lot of notes to students. These notes serve a dual purpose. First, as a substitute for textbooks, and second, to assist students in understanding science, using a m u c h simpler language. In the non-government school, the picture is somewhat different. Students are asked to write their o w n notes in their book of notes. A n examination of the students' books provides evidence of this practice. In nearly all lessons observed, particularly in the laboratories, the overhead projector is frequently used in the introduction of the lessons. Where classes do not have textbooks, teachers distribute worksheets which contain exercises on the lesson. W h e n students were asked questions about the lessons, they were happy with the w a y their teachers taught the lessons. The students stated that when n e w terms were introduced, teachers usually related these to actual life occurrences, and this helped in understanding the lesson.

Classwork and homework assignments

Classwork and homework serve to reinforce what is taught and learned. Most schools expect this practice to be undertaken by teachers. Generally, students keep four books for science - classwork, homework, notebook and a practical book. In the survey, 88.8 per cent of teachers indicated that they give between one-five class assignments a week, while 5.3 per cent indicated that they give six-ten assignments. A s far as homework is concerned, the number of assignments ranges from five per week to more than 35. Most teachers seem to give between 11 and 25 assignments per week, which is a lot. Teachers in above-mean non-government schools are those w h o give the highest number of assignments at h o m e . In the below-mean non-government schools,

114


teachers do not give a high number of experiments (below 10) whether in the class or at home . The number of assignments given by teachers in below-mean government schools seem also lower, but one teacher indicated giving as m u c h as 50 homework assignments per week. In School 2, both homework and class practicáis require students to use their o w n words. In one of the classes in the same school, the students were given exercises from test papers as homework. The frequency of classwork and homework assignments given by teachers within a week is given in Table 23.

Generally, assignments either as classwork or homework are marked with a tick for correct answers and a cross for wrong answers. S o m e teachers also write d o w n the correct answers for those that are wrong. Remarks such as 'incomplete'/'late' or question marks are also written, referring to the state of the work done. The principal of School 2 (non-government) insists on doing regular checks on students' books. About 20 per cent of students' books from each class are submitted to the principal's office on specific dates scheduled throughout the year. In School 3, the principal also undertakes inspection of students' books regularly.

115


Table 23. Frequency of classwork and homework assignments

Assignment

C

L

A

S

S

H

0

M

E

1-5

6-10

11-15

16-20

>21

1-5

6-10

11-15

16-20

21-25

26-30

31-35

>35

School

Science

%

92.3

7.7

0.0

0.0

0.0

0.0

0.0

15.4

23.1

53.8

7.7

0.0

0.0

Govt.

A b v . m n

% 92.1

5.9

0.0

1.7

2.0

2.1

8.3

10.4

35.4

27.1

16.7

0.0

0.0

Bel.mn

% 86.7

3.3

3.3

0.0

0.0

1.8

7.3

29.1

25.5

18.2

10.9

7.3

0.0

N.Govt.

A b v . m n

% 94.4

0

0.0

0.0

5.6

0.0

0.0

17.6

5.9

11.8

23.5

5.9

35.3

Bel .mn

% 33.3

66.7

0.0

0.0

0.0

33.3

66.7

0.0

0.0

0.0

0.0

0.0

0.0

Arabie

%

54.5

0

18.2

18.2

9.1

0.0

36.4

9.1

36.4

9.1

0.0

0.0

9.1

Overall average

%

88.8

5.3

2.6

2.0

1.3

2.0

9.2

16.4

23.7

17.1

3.3

2.0

2.6


Problems of teaching science

The present science curriculum is based on the syllabuses used in the United Kingdom. Nearly 70 per cent of the teachers in the government schools and 100 per cent in the below-mean nongovernment schools consider the current science curriculum as too difficult for average to below-average students. However, most do not take the appropriateness of the present curriculum as serious, although 47.5 per cent of them did. The Bruneians in particular consider this as serious and very serious elements that affect science teaching. Generally, the two areas that were rated as major problems in the teaching of

116


science were lack of understanding of the English language and lack of interest in learning. All types of schools, except for the nongovernment ones, consider this as very serious and serious. The responses of teachers to the problems affecting science education are found in Table 24, while those of principals are found in Table 25.

Table 24. Perception of teachers on the seriousness of problems in the learning of science

Problems

Lack of understanding of the English language

Lack of interest in learning

Appropriateness of present curriculum

Interruption in the school year

Lack of time to cover the syllabus

Seriousness

V.serious

Serious

Not serious

V.serious

Serious

Not serious

V.Serious

Serious

Not Serious

V.Serious

Serious

Not Serious

V.Serious

Serious

Not Serious

Schools

Science

% 46.7

33.3

20.0

46.7

20.0

33.3

13.3

26.7

60.0

13.3

40.0

46.7

26.7

40.0

29.4

Govt.

Abv. m n .

% 71.7

22.6

5.7

45.1

35.3

19.6

13.7

31.4

54.9

9.6

38.5

51.9

7.9

39.2

52.9

Bel. m n .

% 73.8

22.0

4.2

36.2

53.4

10.3

7.1

30.4

62.5

17.9

32.1

50.0

10.3

44.8

44.8

N.Govt .

A b v . mn.

% 5.0

45.0

50.0

15.0

25.0

60.0

5.3

10.5

84.2

5.3

10.5

84.2

0.0

15.0

85.0

Bel. mn.

% 0.0

66.7

33.3

0.0

33.3

66.7

0.0

0.0

100

0.0

33.3

66.7

0.0

33.3

66.7

Arabic

% 45.5

36.4

18.1

9.1

63.6

27.3

9.1

9.1

72.8

0.0

36.4

63.6

18.2

27.3

54.0

Nationality

Overall

% 59.6

27.9

12.5

35.2

40.4

24.4

10.1

37.4

52.5

9.2

26.1

64.7

11.5

32.7

55.7

Bru.

% 79.0

19.4

1.6

56.5

29.6

12.9

8.2

36.1

55.7

14.5

46.8

38.7

18.0

49.2

32.8

PR

% 25.0

25.0

50.0

0.0

50.0

50.0

0.0

50.0

50.0

0.0

50.0

50.0

0.0

50.0

50.0

Exp.

% 48.4

33.7

17.9

21.5

48.4

30.1

9.9

18.7

70.3

10.0

22.2

67.8

5.4

29.0

65.6

Source: Survey Data. Science Teachers' Questionnaire.

Teachers use a variety of techniques in teaching to make students understand the lesson better. In School 1, teachers frequently had to reduce their pace (particularly among expatriate teachers) in

117


order to make students comprehend what was being said, and explain the word used in the lessons, especially with technical terms. Local teachers, on the other hand, resort to using translations into Malay if they think this will hasten or assist in understanding the lesson. O n e teacher in this school even does spelling tests, oral questions, and even insists on students memorizing difficult words. In School 3, assistance from other teachers was sought in ensuring that students write and express themselves in good English in science subjects.

More local teachers (79 per cent) consider lack of understanding of the English language as very serious, compared to expatriates (48.4 per cent). In two of the case studies, teachers generally find that students, even in the science class, have poor proficiency in English. Their lack of proficiency and lack of confidence in using the language was evident during discussions with their peers. Although English is used as the m e d i u m of instruction, students use Malay w h e n discussing the assignment with friends. In other classes, teachers resort to using Malay terms when sensing the lack of comprehension among students of the explanations given in the lesson. The situation in the non-government school was just the opposite, where discussions among students were in the English language. The experience of the case studies also seems to show that the lack of understanding also stems from the difficulty of getting used to the native speaker's accent.

Opinions of principals on this aspect appear more mixed, but five principals from the below-average government schools consider this as very serious. Others (nine principals of the Science schools, above-average government and non-government schools, as well as the Arabic schools), do not find English a serious problem language. This again was evident in the case study.

118


Table 25. Perception of principals on the seriousness of problems in the learning of science

Problems

Lack of understanding of the English language

Lack of interest in learning

Science teachers leaving in the middle of the school year

Lack of well-equipped laboratories

Seriousness

Very serious

Serious

Not serious

Very serious

Serious

Not serious

Very serious

Serious

Not serious

Very serious

Serious

Not serious

% 25

20

55

33

33

33

15

40

45

11.8

17.6

70.6


Lack of interest in learning comes next as a problem, although this does not appear to be the case in the non-government schools. A s is the case with the low proficiency in English, more local teachers find this serious as compared to expatriates. However, in School 1, one expatriate teacher expressed her frustration with her students over their disinterest in learning even though they were in the science class. She illustrated her students by stating that they are used to a lot of pushing, they don't do their work on their o w n and they don't read. The lack of motivation is apparently more prevalent among the weaker students and repeaters.

The latter are said to be indifferent, c o m e late to class, and 'escape' lessons because they have learnt the topics in the previous year. Teachers noted that this indifference is marked particularly during

119


the extra classes which teachers in the school were required to hold in the afternoon. The teachers feel many are 'disruptive' and that the group has a negative influence on the class, particularly if these students are put together with the regular students. Teachers also think that doing this could only reduce the chances for the regular students of passing examinations. They would have preferred it if the repeaters were to be in a class to themselves. The research team also noticed that some students showed little regard for urgency, particularly w h e n they had to be in the laboratories. O n e researcher caught a group at the school canteen buying food on their w a y to the laboratory. In one of the practical lessons observed, at least three students were more than ten minutes late for class.

In School 3, there is a suggestion that the lack of motivation to learn is more serious. According to one teacher, "the students do not do m u c h either in school or at h o m e , either as classwork/homework or revision". There were also juvenile delinquents w h o were under the supervision of the police and the Department of Youth and Sports. Teachers in the school expressed their worries that their students were slow and weak . M a n y were described as lacking the will to pay attention to lessons, particularly in lessons conducted after break time. Teachers pointed out that parents in the school did not give enough encouragement and were said to be contented with the level achieved by their children.

In the non-government case-study school, on the other hand, this was not the case, as teachers found the students were "highly motivated, active and always enjoyed working in the laboratory, and they always have high expectations of us (teachers), too" and that "parents are enthusiastic to see the principal about their children's progress".

120


With regard to lack of time to cover the syllabus, it is rather surprising that only the Science school finds this a problem. With selective student intake, one would not expect teachers to face problems in completing the syllabus. M o r e local teachers find this serious and very serious, compared to expatriates. Teachers in School 3, where students are generally described as uninterested in learning, on the other hand, do not anticipate any problem in completing the syllabus. They state that there is ample time for them to mark students' exercise books or worksheets as well as prepare for the public examination.

Generally, teachers do not feel that appropriateness of the curriculum is a serious problem in the learning of science. However, 40 per cent of the government schools perceive inappropriateness of the present curriculum as quite a serious problem. Nearly 70 per cent of teachers in the government schools, and 100 per cent of teachers in the b e l o w - m e a n non-government school, consider the present curriculum to be too difficult for average to below-average students. The pattern is similar to interruption in the school year - about 50 per cent of teachers in the government and Science school consider this as serious/very serious. Principals were also asked if science teachers leaving in the middle of the school year is considered as a serious problem. Eleven principals regard this as serious and very serious, while nine consider this as not serious.

Difficult topics

Teachers were asked to state the three most difficult topics of their subject that they taught. Table 26 lists the three most difficult topics which teachers perceive as very hard to teach to pupils.

121


Table 26. Difficult topics

Subject/topics

Integrated science Matter as particles

Electricity

Freshwater biology

Combined science General physics

Properties of waves

Formulae and equations

Organic chemistry

Physics Experimental techniques

Properties of waves

Atomic physics

Chemistiy

Stoichiometry and the mole concept

Electricity and chemistry

Organic chemistry

Biolngv Diffusion and osmosis

Support, movement and locomotion

Enzymes

Homeostasis

Inheritance

Diversity of organism

Double science fphvstcs and chemistry) Stoichiometry and the mole concept

Organic chemistry

Double science {chemistry and biology) Stoichiometry and the mole concept

Organic chemistry

Inheritance

Double science (physics and biology)

Thermal physics

Properties of waves and sound

Electricity and magnetism

Atomic physics

Excretion

Hitman and social hiaiagy Homeostasis

The senses, nervous system, hormones and coordination

Immunity and immunization

Community health

Frequency

36

16

18

8

8

9

14

13

14

16

23

8

18

4

4

4

4

16

7

II

4

16

7

9

3 i

i

2

2

10

4

3

3

%

22.5

10.0

11.3

5.0

5.0

3.1

3.8

8.1

8.8

10.0

14.3

5.5

11 2

2.5

2.5

2.5

2.5

9.9

4.3

6.8

2.5

9.9

4.3

5.6

1.9

1.2

1.2

1.2

1.2

3.7

2.5

1.9

1.9


122


The above data are consistent with the findings in the case study. The problem with chemistry is associated with understanding abstract concepts. Since chemistry is sequential, lack of understanding of the basic concepts, such as the mole concept and bonding, which are themselves abstract, can hinder further learning. For biology, concepts such as osmosis, photosynthesis, anatomy and hormones are cited to be difficult to understand. Genetics are described as the hardest units to teach for physics; topics which are difficult to teach include electromagnetism and electricity and both are abstract. O n e teacher feels that the topic 'radiation' is not suitable for combined science. In integrated science, teachers said the topic on Flemings Left-Hand Rule took several lessons.

In School 1 of the case study, teachers find that m a n y students are weak in doing/making, analysing. Their constant difficulty is understanding abstract concepts. Thus, a lot of time is spent on recapitulating what has been learned. O n e teacher in School 3 observed that her students normally did not face problems w h e n answering multiple-choice items, but had a lot of difficulties w h e n answering structured or essay-type questions. Poor mathematical skills among students m a k e it problematic for teachers to teach science topics that involve calculations.

D . Assessment and performance in science

Performance in public examinations plays a major role in determining w h o should be allowed to be in the science stream, as well as what science subjects students should take at the upper-secondary level. Integrated science is a core subject which all students are required to study at the lower-secondary level, a good performance

123


in this subject at the B J C E level is therefore essential. Performance in integrated science at the B J C E level over a period of five years is shown in Table 27.

From Table 27, it can be seen that the non-government schools consistently perform better than the government schools. A comparison of percentage passes seems to show that an overall pass in the government schools has worsened over the four years, with 66.8 per cent passes in 1990, and deteriorating to 49.2 per cent in 1994. In the non-government schools, on the other hand, there was improvement over the years from an overall pass of 89.9 per cent in 1990, and increasing to 93.7 per cent in 1994. The deteriorating performance in the examination has also resulted in the lowering of percentage passes for the national level from 70.6 per cent in 1990 to 55.2 per cent in 1994. A n interesting finding with the data is the performance in 1992, which shows a very high overall pass in both types of schools. Although the non-government schools seem to be able to sustain this achievement over the following two years, the government schools show otherwise.

A n analysis of the grades obtained provides us with a picture of the quality of the performance in this subject in these schools. A s can be seen from the data, the bulk of the students w h o passed the examination obtained grades 7 and 8. Between 37 per cent and 54 per cent of students fell into this category, with students in the government schools forming the bigger percentage. At the other extreme, students getting grades 1 and 2 were more likely to be those from the nongovernment schools.

124


Table 27. Performance in integrated science at the B J C E level, 1990-1994

Year

Govt. N . Govt. National

Grade 1 Govt. N.Govl. National


Grade 3 Govt. N.Govt. National






Overall pass Govt. N.Govt. National

Overall fail Govt. N.Govl. National

1990

Cand .

3 032 596

3 628

7 14 21

39 26 65

23 31 54

45 33 78

138 70

208

225 93

318

414 100 514

1 135 167

1 302

2 026 534

2 560

1 006 62

1068

%

0.2 2.3 0.6

1.3 4.4 1.8

0.8 5.2 1.5

1.5 5.5 2.1

4.6 11.7 5.7

7.4 15.6 8.8

13.7 16.8 14.2

37.4 28.0 35.9

66.8 89.6 70.6

33.2 10.4 29.4

1991

Cand.

3 199 625

3 824

12 13 25

56 54

110

47 37 84

61 47

108

187 80

267

361 155 516

634 126 760

1 165 90

1 255

2 523 602

3 125

676 23

699

%

0.4 2.1 0.7

1.8 8.6 2.9

1.5 5.9 2.2

1.4 7.5 2.8

5.8 12.8 7.0

11.3 24.8 13.5

19,8 20.2 19.9

36.4 14.4 32.8

78.9 96.3 81.7

21.1 3.7

18.3

1992

Cand.

5 108 636

5 744

8 8

16

62 41

103

48 34 82

57 40 97

239 113 352

422 132 554

851 161

1012

1538 81

1 619

3 225 610

3 835

1 883 26

1909

%

0.2 1.3 0.3

1.2 6.4 1.8

0.9 5.3 1.4

1.1 6.3 1.7

4.7 17.8 6.1

8.3 20.8

9.6

16.7 25.3 17.6

30.1 12.7 28.2

63.1 95.9 66.8

36.9 4.1

33.2

1993

Cand.

4 853 679

5 532

19 29 48

81 72

153

48 35 83

54 41 95

180 96

276

285 113 398

614 156 770

1 730 114

1 844

3 011 656

3 667

1 842 23

1 865

%

0.4 4.3 0.9

1.7 10.6 2.8

1.0 5.2 1.5

1.1 6.0 1.7

3.7 14.1 5.0

5.9 16.6 7.2

12.7 23.0 13.9

35.6 16.8 33.3

62.0 96.6 66.3

38.0 3.4

33.7

1994

Cand.

3 994 615

4 609

7 27 34

45 60

105

30 39 69

49 36 85

134 86

220

221 113 334

403 138 541

1078 77

1 155

1 967 576

2 543

2 027 39

2 066

%

0.2 4.4 0.7

1.1 9.8 2.3

0.8 6.3 1.5

1.2 5.9 1.8

3.4 14.0 4.8

5.5 18.4 7.2

10.1 22.4 11.7

27.0 12.5 25.1

49.2 93.7

' 55.2

50.8 6.3

44.8

Source: Mini stry of Education. Adapted from Examination Stati sties of Brunei ( 1990-1994); unpublished statistics.

125


The performance in English language is on the whole much better than in integrated science. The overall pass over the five years for the national level is high, the highest percentage being 87 per cent in 1990, and the lowest, at 72 per cent, in 1992. A s is the case with integrated science, the non-government schools perform consistently better than their government counterparts, although the latter do not perform badly either. The lowest that the government schools achieved was in 1992, which shows a figure of 69 per cent. The quality of the performance follows a similar pattern as for integrated science, with the bulk obtaining grades 7 and 8. Table 28 shows the performance of students in English language at the B J C E level between 1990 and 1994.

126


Table 28. Performance in English language at B J C E level, 1990-1994

Year

Govt. N. Govt. National









Overall pass Govt. N.Govt. National

Overall fail Govt. N.Govt. National

1990

Cand.

3 029 601

3 630

71 80 151

190 108 298

140 70 210

151 56 207

227 70 297

220 59 279

683 106 789

893 42 935

2 575 591

3 166

454 10

464

%

2.3 13.3 4.2

6.3 18.0 8.2

4.6 11.6 5.8

5.0 9.3 5.7

7.5 11.6 8.2

7.3 9.8 7.7

22.5 17.6 21.7

29.5 7.0 25.8

85.0 98.3 87.2

15.0 1.7 12.8

1991

Cand.

3 203 625

3 828

59 89 148

186 132 318

137 61 198

193 76 269

252 69 321

285 61 346

738 96 834

850 34 884

2 700 618

3318

503 7

510

%

1.8 14.2 3.9

5.8 21.1 8.3

4.3 9.8 5.2

6.0

12.2 7.0

7.9 11.0 8.4

8.9 9.8 9.0

23.0 15.4 21.8

26.5 5.4 23.1

84.3 98.9 86.7

15.7 1.1 13.3

1992

Cand.

5 109 636

5 745

84 85 169

157 115 272

153 50 203

190 69 259

301 72 373

363 80 443

1 005 105

1 110

1 263 53

1 316

3 516 629

4 145

1 593 7

1 600

%

1.6 13.4 2.9

3.1 18.1 4.7

3.0 7.9 3.5

3.7 10.8 4.5

5.9 11.3 6.5

7.1 12.6 7.7

19.7 16.3 19.3

24.7 8.3 22.9

68.8 98.9 72.1

31.2 1.1

27.9

1993

Cand.

4 828 679

5 507

78 133 211

179 147 326

161 85

246

206 92 298

296 78 374

308 52 360

1 101 70

1 171

1430 19

1 449

3 759 676

4 435

1 069 3

1 072

%

1.6 19.6 3.8

3.7 21.6 5.9

3.3 12.5 4.4

4.2 13.5 5.4

6.1

11.5 6.8

6.3 7.7 6.5

22.7 10.3 21.2

30.0 2.8 26.7

78.0 99.6 80.6

22.0 0.4 19.4

1994

Cand.

3 998 615

4613

129 133 262

244 172 416

167 76 243

176 64 240

218 57 275

267 39 306

826 53 879

1 117 17

1 134

3 144 611

3 755

854 4

858

%

3.2 1.6 5.7

6.1 28.0 9.0

4.2 12.4 5.3

4.4 10.4 5.2

5.5 9.3 6.0

6.7 6.3 6.6

20.7 8.6 19.1

27.9 2.8 24.6

78.6 99.3 81.4

21.4 0.7 18.6

Source: Ministry of Education. Adapted from Examination Statistics of Brunei (1990-1994); unpublished statistics.

127


This trend is also reflected in the case studies. A n illustration of the grades achieved can be seen in School 1, as shown in Table 29.

School 1, for example, is rated as an above-mean school. While overall performance is considered above average, the quality of grades achieved show otherwise. At the B J C E level, out of 309 students w h o sat for the examination, 222 students passed in 1995, giving an overall percentage pass of 71.8 per cent. However, out of these only one student, or 0.3 per cent, had obtained grade 1-2, while the majority (51.8 per cent) had obtained grades 7-8, and 28.2 per cent failed in the subject. Table 29 gives the analysis of the B J C E results for integrated science in this school from 1993-1995.

Table 29. Analysis of B J C E results for integrated science in School 1 (1993-1995).

Grade

1-2

3-6

7-8

9

Total

Number of passes

1993

Number

6

48

147

60

261

201

% 2.3

18.4

56.3

23.0

100

77

1994

N u m b e r

1

44

177

168

390

222

% 0.3

11.3

45.3

43.1

100

56.9

1995

Number

1

61

160

87

309

222

% 0.3

19.7

51.8

28.2

100

71.8


At the B C G C E ' O ' level, the performances of students for the various science subjects are found in Table 30 and Annexes A 4 - A 1 0 .

128


For biology, there is a downward trend in the overall pass rate both for national figures and for the government schools. The nongovernment schools, on the other hand, show an upward trend, having an overall pass rate of 94.3 per cent in 1994. A s is the case with integrated science, non-government schools achieved far better results. Quality-wise, the figure again shows that the non-government schools are way ahead of their counterparts, with the bulk of students obtaining grade A .

The overall pass mark for chemistry is much better, with the government school achieving 70 per cent pass in 1994, although there is a downward trend over the four years. The non-government schools appear to do very well. The results get better each year, achieving a high 96.8 per cent in 1994. In terms of quality, the data show there are fewer students w h o obtained Grade A in the non-government schools compared to biology. For the government schools there is not much difference in the percentage of those w h o obtained Grade A in this subject when compared to biology. The results for physics follow a similar pattern as for other subjects. Overall performance in the government schools is similar to chemistry, also with a downward trend, ending with 71.4 per cent in 1994. In the non-governments schools, achievements in physics seem to be the lowest of all three pure sciences. However, it is still above 90 per cent.

129


Table 30. Examination results of B C G C E ' O ' level biology, 1991-1994

Year

Govt.

N . Govt.

National

Grade A

Govt.

N . Govt.

National

Grade B

Govt.

N . Govt

National

Grade C

Govt.

N . Govt.

National

Grade (A-C)

Govt.

N.Govt.

National

Grade (D)

Govt.

N . Govt

National

Grade (E)

Govt.

N . Govt.

National

Overall pass

Govt.

N.Govt

National

Overall fail

Govt.

N . Govt

National

1991

Cand.

844

155

999

62

40

102

109

37

146

159

32

191

330

109

439

93

14

107

103

9

112

526

132

658

318

23

341

%

7.3

25.8

10.2

12.9

23.9

14.6

18.8

20.6

19.1

39.1

70.3

43.9

11.0

9.0

10.7

12.2

5.8

11.2

62.3

85.2

65.9

37.7

14.8

34.1

1992

Cand.

1086

133

1 219

62

27

89

136

42

178

156

31

187

354

100

454

105

11

116

94

14

108

553

125

678

533

8

541

%

5.7

20.3

7.3

12.5

31.6

14.6

14.4

23.3

15.3

32.6

75.2

37.2

9.7

8.3

9.5

8.7

10.5

8.9

50.9

94.0

55.6

49.1

6.0

44.4

1993

Cand.

1 157

179

1336

83

53

136

132

54

186

180

35

215

395

142

537

108

14

122

96

8

104

599

164

763

558

15

573

%

7.2

29.6

10.2

11.4

30.2

13.9

15.6

19.6

16.1

34.1

79.3

40.2

9.3

7.8

9.1

8.3

4.5

7.8

51.8

91.6

57.1

48.2

8.4

42.9

1994

Cand.

1688

158

1 846

120

49

169

221

49

270

180

34

214

521

132

653

157

9

166

156

8

164

834

149

983

854

9

863 .

%

7.1

31.0

9.2

13.1

31.0

14.6

10.7

21.5

11.6

30.9

83.5

35.4

9.3

5.7

9.0

9.2

5.1

8.9

49.4

94.3

53.3

50.6

5.7

46.7

Source: Ministry of Education. Adapted from Examination Statistics of Brunei (1991-1994);


130


The double sciences have the worst results, with very high failure rates. In 1994, chemistry and biology records an overall failure rate hovering around the 1970s in the government schools, while nobody failed in the non-government schools. Physics and biology appears to be the least popular a m o n g students, judging from the number of candidates sitting for it. It also has the highest percentage of failures. Over the four years, between 84 to 97 per cent of students failed in this paper. Results for physics and chemistry are almost the same as for chemistry and biology.

Performance in combined science seems to have been in between the pure sciences and the double sciences. The overall pass rate for government schools between 1993-1994 is below 50 per cent, while that of the non-government school is above 90 per cent. Results for h u m a n and social biology follow a similar trend. This subject seem to be more popular with the non-government schools, while this is not the case for government schools.

To m a n y science teachers, public examinations are a good basis for the selection of students to study science and 85 per cent of teachers agree with this. Teachers interviewed felt that results of examinations reflect students' understanding of topics learned as well as teacher success.

Sixty-five per cent of principals are of the opinion that science teaching is adversely influenced by the requirements of public examinations. Teachers do not share this opinion. About 60.4 per cent of them disagree that public examinations discourage science teaching appropriate to the needs of the students. Less than half (48.9 per cent)

131


of the teachers agree that public examinations in science test the recall of information and not the process of science skills.

At the school level, students are assessed through classwork, homework, monthly tests and school examinations. Table 31 shows the frequency of written tests given by teachers.

Table 31. Frequency of written tests by school performance

N u m b e r of times

> Once a week

Once a week

Once every two weeks

Once a month

Once a term

School

Science

%

0

13.3

20

53.3

13.3

Govt.

A b v . m n

% 4.1

6.1

22.4

57.1

10.2

Bel.mn

% 0

19.6

16.1

42.9

21.4

N.Govt .

A b v . m n

% 5.3

5.3

26.3

57.9

5.3

Bel.mii

0

0

0

100

0

Arabic

%

0

0

27.3

63.6

9.1

Overall average

%

• >

11

20.3

53.0

13.7


Slightly more than half (53 per cent) teachers indicated that they gave tests once a month, while 20.8 per cent indicated that they gave tests once every two weeks. A total of 11 per cent claimed they gave tests once a week. A proportion of 21.4 per cent of teachers in the below-mean government schools indicated that they gave tests once a term. Tests, mainly prepared by teachers themselves, accounted for 65.4 per cent of teachers, while 29.7 per cent claimed they alternated with another teacher in the preparation of school tests.

132

Bel.mii


In School 3 of the case studies, the teachers claimed that assessment is done after each lesson/topic. Exercises are given at the end of the lesson/topic, while short tests are given every month or once in two months.

The types of questions most frequently set are of the structured type. About 95.7 per cent of teachers claimed they always/frequently use these types of questions. The next type of questions most frequently used is the multiple choice (51.9 per cent ranked this as 'always', while 25.3 per cent ranked it as 'frequently'). There seems to be an almost even distribution of responses to the frequency of the essay-type of questions in tests, with 37.6 per cent stating they always/frequently use it, and another 37.5 per cent w h o state they seldom/never use it. Practical tests do not stand out as a frequently used means of testing students. This is obvious from the data, which show that only 25.3 per cent of teachers claimed they always/frequently do so. Nearly half of the teachers (49.4 per cent) claimed they seldom/never do so.

In School 1, popular questions include filling in blanks. In School 2, teachers at the lower-secondary level said they have a combination of all types of questions - adapted from public examination questions, worksheets, and teachers' notes. At the upper secondary-level, the questions are structured and of an essay type, again taken from examination papers or teachers' o w n questions.

133


Table 32. Types of test questions set.

Type

Multiple choice

Structured questions

Essay type

Frequency

Always

Frequently

Sometimes

Seldom

Never

Always

Frequently

Sometimes

Seldom

Never

Always

Frequently

Somelimes

Seldom

Never

School

Science

%

58.7

13.3

13.3

6.7

0.0

86.7

0.0

6.7

6.7

0.0

46.7

6.7

6.7

13.3

20.0

Govt.

Abv, m n

% 49.1

35.8

13.2

1.8

0.0

56.6

39.6

3.8

0.0

0.0

15.7

9.8

33.3

21.6

19.6

Bel. m n

% 49.2

23.0

21.3

4.9

1.6

70.5

26.2

3.3

0.0

0.0

10.2

27.1

20.3

13.7

18.6

N.Govt

Abv. m n

% 47.4

21.1

26.3

5.3

0.0

68.4

31.6

0.0

0.0

0.0

26.3

26.3

26.3

0.0

21.1

Bel. m n

% 66.7

0.0

33.3

0.0

0.0

66.7

33.3

0.0

0.0

0.0

66.7

33.3

0.0

0.0

0.0

Arabic

%

63.6

18.2

9.1

0.0

9.1

63.6

27.3

9.1

0.0

0.0

18.2

9.1

36.4

9.1

27.3

Overall average

%

51.9

25.3

18.0

3.7

1.1

66.7

29.0

3.7

0.6

0.0

19.1

18.5

24.9

17.8

19.7

Source: Teacher Survey Data: Science Teachers' Questionnaire.

Most teachers refer to certain sources in the preparation of test questions. Table 33 shows the sources from which teachers get ideas for formulating test questions. The most frequently used sources of test questions are the past years' examination papers. Seventy per cent of teachers ranked this as the most frequently/frequently used source. This is confirmed in the case studies, where the test questions even at the Menengah Atas 4 level are modelled along the public examination format. Only four teachers (2.7 per cent) claimed they never refer to this book as a source of reference, while 9 per cent indicated they seldom refer to it. The book of test questions ranks second in the types of sources for examination questions, and 66.7 per cent of teachers rank this as most frequently/frequently referred to. A s with the past public examination items, there are teachers w h o said they seldom or never use them. Table 33

134


shows that 12.5 per cent indicated they never refer to the book of questions, while 6.2 per cent said they seldom do. Teachers also rarely or seldom use their o w n ideas w h e n formulating test questions. The table shows that 43.7 per cent of teachers admit that they seldom or never use their o w n ideas as far as test questions are concerned. With respect to lesson plans, perhaps this is the least-used source of test questions. Almost 61.6 per cent of teachers state they seldom or never use them. Responses to the textbook as a source of test questions appear to be split. About 42.6 per cent of teachers indicate they sometimes use it, while 32.2 per cent claim they always/frequently use it.

Table 33. Sources of test questions

Sources

Book of lest questions

Past public examination item

Textbook

Lesson plan

O w n ideas

Scale

Most frequently

Frequently

Sometimes

Least frequently

Never

Most frequently

Frequently

Somelimes

Least freqiienily

Never

Always

Frequently

Sometimes

Seldom

Never

Always

Frequently

Sometimes

Seldom

Never

Always

Frequently

Somelimes

Seldom

Never

% 25.0

41.7

14.6

6.2 12.5

52.8

24.3

11.1

9.0 2.8

7.7 24.5

42.6

14.0

11.2

11.3

8.3 18.8

29.3

32.3

9.9 21.1

25.3

32.4

11.3


135


A s for the level of questions in the test, teachers in School 1 admitted that the questions are at the level of recall rather than in the higher order skills. These teachers feel that this is what the ' O ' level examination looks for. In this school, the teachers state that results are usually analysed statistically and presented in a report with an explanation of w h y students are not doing well and what actions need to be taken to improve the situation.

Teachers were also asked to indicate the time taken to prepare students for public examinations. About 30.7 per cent indicated that they prepare students at least one month before the examinations, while 19.6 per cent stated they do it about three months prior to the examinations. Almost 11.1 per cent of teachers stated that they prepared their students more than four months before the examinations, and this included teachers from all types of schools. Teachers from seven schools seemed to particularly do so. Table 34 shows the time taken by teachers to prepare students for public examinations.

Table 34. Time taken to prepare students for examination

Before examinations

> 4 months

3 months

I month

2 weeks

1 week

Not applicable

Science

%

30.7

15.4

15.4

0.0 0.0

38.5

School

Govt.

A b v . mit

% 13.5

17.3

23.1

26.9

1.9 17.3

Bel. m n

% 7.7 9.6

32.7

19.2

11.5

19.2

N.Govt.

Abv. m n

% 10.5

26.3

52.6

5.3 0.0 5.3

Bel. m n

% 0.0

100.0

0.0 0.0 0.0 0.0

Arabic

%

0.0 11.1

66.7

0.0 0.0

22.2

Overall average

%

11.1

19.6

30.7

16.3

4.5 20.6


136


Various types of activities are undertaken by schools to prepare their students for the public examinations and data on this can be seen in Table 35.

Table 35. Frequency of preparatory activities for public examinations

Activity

Exira class

Discuss past years' papers

Guide students on techniques of answering questions

Familiarize students with marking scheme

Discuss model answers

Scale

Often

Sometimes

Rarely

Often

Sometimes

Rarely

Often

Sometimes

Rarely

Often

Sometimes

Rarely

Orten

Sometimes

Rarely

% 42.1

42.7

15.2

85.2

14.8

0.0

82.9

17.1

0.0

49.0

40.8

10.2

53.4

33.2

14.4


T w o activities ranked high in the frequency list and these were discussion of past years' examination questions, and familiarizing students with techniques of answering questions. About 85.2 per cent of teachers ranked the former as often done, and 82.9 per cent ranked the latter as often done. Discussion of model answers and familiarizing students with answering schemes came next, while holding extra classes came last. There were teachers w h o claimed that they rarely conducted extra classes as an activity to prepare students for examinations. The situation in School 1 was, however, different. Teachers were required to spend one and a half hours in the afternoon, three days a week, to

137


conduct extra classes for the examination groups. In School 3, activities for the examination classes included revision of past years' examination papers. This was confirmed by the pattern of borrowing books in the library, where there were revision books containing past years' examination questions.

In m a n y countries, parents send their children to private tuition so that the children do well in their education. However, this does not seem to be the case with the schools involved in the study. O n this item only 44 teachers (25.6 per cent) agree that most of the students in their school take tuition classes to improve their science performance, while the majority do not agree. Based on the case-study data, only students in School 2 are found to do that. In fact, in this school, almost all students attend private tuition classes in the critical subjects such as mathematics and the pure science subjects.

E. Advice and support

Laboratory staff

Data from the survey suggest that the proportion of laboratory technicians to laboratory assistants is 1:2. The Science School has the highest complement of four laboratory technicians and six laboratory assistants. Even so, the school apparently requires two more laboratory technicians and four assistants. The shortages seem to be more in laboratory assistants than laboratory technicians, since 18 of the former are needed compared to 12 in the latter. F r o m the case-study schools, all the laboratory staff (laboratory technicians and laboratory assistants) have some basic certificates related to science education. In School 1,

138


the laboratory technician has a Brunei Technology Level II Certificate, one laboratory assistant is trained at the Maktab Sultan Saiful Rijal ( M T S S R ) and has a national certificate in science, while the other, although not trained for laboratory work, had attended the Sinaut Agricultural College. They have between three-four ' O ' levels. In School 3, the laboratory assistant has a B T E C national certificate in science, obtained from M T S S R . The laboratory technician in School 2 is a foreigner with a degree in elementary education, specializing in mathematics. Where there is more than one person on the laboratory staff, there appears to be a division of responsibility, particularly in looking after the laboratories in the schools. The official functions of laboratory staff generally consist of the preparation of practicáis for teachers, getting quotations for equipment and apparatus for purchases, cleaning the apparatus and equipment and ensuring that they are in good condition, doing minor repairs and stock-keeping. Purchase of equipment and apparatus are discussed with the head of the science department before submission to the Ministry. Petty cash is usually used for the purchase of perishable items. The normal procedure is that teachers inform the laboratory staff of any impending practical work at least three days prior to the lesson to ensure that there is sufficient time for preparation. S o m e laboratory staff insist on one week's notice.

Support from the laboratory staff varies from school to school. In School 1, teachers generally feel the laboratory staff are not supportive, leaving most of the preparations for practicáis to teachers. However, in School 3, teachers are very pleased with the laboratory assistant, w h o is described as helpful, efficient, hardworking and reliable. In School 2 , the laboratory assistant also has teaching responsibilities (since he has a

139


University degree). Thus, he has to divide his time between these two responsibilities, and this has created some uneasiness, since he only comes in late morning. (He teaches in the afternoon).

Nevertheless, the lack of support from laboratory technicians does not seriously affect teachers' frequency in conducting practicáis. About 14.8 per cent of teachers ranked this as the most important reason for not conducting practicáis, while another 14.8 per cent and 19.7 per cent ranked this as the fifth and sixth least important reason respectively.

Professional support

Professional support can take the form of advice m a d e during school visits by the various agencies concerned with the implementation of the curriculum, as well as observations m a d e on teaching by the school authorities and/or any other agency. To get information on this aspect, teachers were required to state the number of observations made on them, and by w h o m , over the last two years. Table 36 provides teachers' responses on this issue.

Table 36. N u m b e r of times teachers were observed in the last two years prior to survey

Frequency

>5 4 3 i

1 None

% 5.7 8.8

11.4

22.1

26.0

26.0

Source : Survey Data: Science Teachers' Questionnaire.

140


Twenty-six per cent said they had not been observed during the

last two years. A n equal percentage claimed they had been observed

once, 22.1 per cent stated they were observed twice, 11.4 per cent three

times, while 8.8 per cent indicated they were observed four times and

5.7 per cent more than five times. Thus, the majority had been observed

at least once during the last two years. The observations were mostly

done by the Head of Department, with 31.3 per cent of teachers indicating

this, followed by the School Specialist Inspector, with 15.6 per cent stating

this. About 13.6 per cent of teachers claimed they were observed by the

school principal. In addition, visits were also m a d e by officers from the

Department of School Inspectorate and the Department of Curriculum

Development. Sources from School 1 indicate that the observations are

mainly for the confirmation of service, renewal of contracts for

expatriates, general monitoring of the overall aspects of the school and

staff appraisal. Officers from the Department of Curriculum Development

conduct visits for the purpose of monitoring the n e w science syllabus

(the ' N ' level). Feedback from the observation are discussed and

suggestions are m a d e . Table 37 indicates teachers' responses to the

question of w h o observed them most during the last two years.

Table 37. Persons w h o observed science teachers most frequently for

the last two years

Person

Nobody Head of Department ( H O D )

Another science teacher

Principal Deputy Principal School Specialist Inspector Curriculum Officer

U B D staff Others

% 29.9

31.3

1.4 13.6

4.1 15.6 0.7 2.0 1.4


141


Regarding professional advice, the data from Table 38 indicate that teachers do turn to someone when they encounter problems and that they have easy access to advice on the practical problems of science teaching. Both teachers and principals seem to concur in their opinion regarding this aspect. However, one-third of teachers (32.6 per cent) still feel that they have difficulty in getting access to advice on their teaching. Colleagues appear to be the first person they turn to whenever they encounter problems (51 per cent of the respondents choose them as most frequently and 31 per cent choose them as next frequent). This is followed by the Head of Department (35 per cent of respondents choose them most frequently, while 42 per cent choose them as next frequent, even though the H O D himself/herself m a y not feel the necessity of competence to undertake the role of providing this leadership. The H O D of School 1, for example, felt she had not been well prepared to assume this role. She voiced the problems of dividing her time between H O D and class teaching and would have preferred to remain a classroom teacher. A very small number turn to the Principal (6 per cent choose as most frequent, while 7 per cent choose as next frequent) The Deputy Principal, the Specialist School Inspector, the Curriculum Officer and U B D staff did not appear to be persons teachers turn to if they encounter problems.

Table 38. Sources of advice w h e n teachers encounter problems

Sources

Nobody

Head of Department

Principal

Deputy Principal

School Specialist Inspector

Curriculum Officer

U B D Staff

Colleagues

Most frequent (%)

3

35

6

2

0

2

1

51

2nd frequent (%)

5

42

7

10

2

0

3

31


142


The findings from the case study endorse the fact that teachers find support in each other. In School 2, teachers find the Principal, the H O D and colleagues are all very supportive, although some teachers had reservations on this aspect. The survey data also indicate that all the science teachers in the science and above-mean government schools did not think that their principals were more interested in improving other subjects, although a few teachers from the be low-mean government schools, as well as the above-mean private and Arabic schools, thought otherwise, particularly in terms of well-being and professional guidance.

Science subject committee/Science department

The existence of a science department in school is more c o m m o n than a science subject committee. S o m e schools, however, have both a science department and a science subject committee. Often meetings are held outside the school timetable (as indicated by 58 per cent of the teachers), while 19.7 per cent said the meetings are held within the school timetable. Twenty-two per cent said there was no specific time for these meetings. Almost 32.2 per cent of the teachers indicated meetings are informal and, in the Science school, informal meetings are held more frequently than formal ones. O n the other hand, in the other government schools, the majority of teachers stated that meetings are formal. It is the same in non-government and Arabic schools. However, 46 per cent of teachers in the government above-average schools do state that meetings are informal. Support from the school with regard to teachers' suggestions is good. Forty-nine per cent of the teachers stated that their suggestions are sometimes followed up by the Principal/Deputy Principal, while 47.1 per cent said their


suggestions are followed up most of the time. The majority of teachers find that the science department/subject committee is useful. Table 39 provides data on the science department meetings.

Table 39. Science departments subject/committee meetings

Parameter

During school timetable

Outside school timetable

N o specific lime

Formal

Informal

% 19.7

58.0

22.3

67.8

32.2


Teachers in School 1 stated that the science department had its meeting for science teachers between three to four times in 1995. In 1996, there had been two meetings. According to the teachers, meetings usually discuss projects related to the B A S E activities, school activities related to science, and tidiness of the laboratories. The last meeting they had was chaired by the Head of the Science Department and was attended by the Deputy Principal. A s in the survey, some teachers in the school find this meeting useful as it provides an avenue for dissemination of information and sharing of ideas. Others did not find this too useful as discussion on teaching and learning is not the main focus, apart from the results of the 1995 ' O ' level examinations. S o m e also stated that certain suggestions are not followed up and that there is really little exchange of ideas. A s far as science education is concerned, one teacher said he prefers the informal rather than the formal meetings.

144


Teaching/learning materials

Resource centres provide various products which teachers can borrow to help them prepare teaching materials. About one third of teachers (32.2 per cent) claimed they had resource centres in their o w n schools. About 20.8 per cent indicated that the nearest resource centre was within 5 kilometres from their schools, while 38.9 per cent claimed the nearest resource centre was more than 16 kilometres away. Slightly more than half (53.5 per cent) claimed they did not visit these centres, while 14.0 per cent claimed they had visited them once. A total of 23.9 per cent said they visited them more than five times within the last year. This proportion is slightly higher among teachers from above-m e a n schools (37 per cent of teachers in non-government above-mean schools did so). The frequency of visits to the nearest resource centre is shown in Table 40.

Table 40. Frequency of visits to the nearest resource centre.

N u m b e r of times

>5 4 3 2

1 None

Science

%

13.3

13.3

6.7 13.3

0.0 53.4

School

Govt.

Abv. D M

% 26.0

2.2 2.2 4.3 2.2

63.0

Bel. m n

% 15.5

0.0 0.0 1.7

27.6

55.2

N.Covt.

Abv. m n

% 36.8

5.3 0.0 5.3

15.8

36.8

Bel. m n

% 100.0

0.0 0.0 0.0 0.0 0.0

Arabic

%

16.7

0.0 0.0 0.0 0.0 0.0

Overall average

%

23.9

2.8 1.4 4.2

14.0

53.5


Almost all teachers in the sample agree that the use of more teaching aids would m a k e teaching more effective, only 4.9 per cent of

145


teachers from the below-mean government schools disagree on this. The overall mean of 3.7 per cent indicates that there is strong agreement on this. In the case studies, teachers stated that they could do with newer teaching aids, such as slides and videotapes. A large number, which accounts for 81.5 per cent of teachers, also agree with the statement that they had to provide some teaching materials for their o w n classes. Thus, although teachers acknowledge the need to have various materials, m a n y do not m a k e attempts to go to the resource centres.

Libraries

In the survey, it was found that all schools have libraries. A check with the library inventory indicates that the availability of science books differs between schools. In School 1, of the total 24 687 books, about 6 500 (26 per cent) are on science, and slightly more than half are in English. School 2 has a very small library and out of 3 400 books, only 75 (2 per cent) are on science, while in School 3, out of 11 238 books, only 59 (0.52 per cent) are on science. A random check on the dates of borrowing seems to show that in School 2, which is the nongovernment school, science books are borrowed quite regularly by students. In the random checks of 10 books, it was found that the last dates of nine books due were in March 1996. Most students borrow revision course books. It was also observed that teachers were rarely seen using the library. In this school, the amount allocated for the library in 1995 was B $ 7 000 and in 1996, it was B $ 1 0 000. For 1996, too, the estimated expenditure on science books was B $ 3 000.

146


Science educational programme activities

In order to reinforce the teaching/learning of science, schools

are encouraged to undertake various activities, either in the form of

clubs or societies. Eighty-five per cent of teachers stated that their

schools do undertake various educational activities for science. Eight

per cent of teachers indicated that their schools do not have science

clubs. O f those w h o said their schools do have science clubs/science

societies, 20.5 per cent claimed they had not had any meetings at all in

1995. Twenty-six per cent of teachers claimed they had meetings

between three-five times, 18 per cent between one-two times, 15 per

cent claimed that they had more than 10 meetings throughout 1995.

With regard to field trips/visits in 1995,19 per cent indicated they did

not have any, while 37.6 per cent of teachers said they had undertaken

field trips more than four times, and 21 per cent said they had m a d e at

least two trips. Ten per cent said they had only had one trip. Thus,

schools do m a k e attempts at organizing at least one trip a year as part

of their science activities. Difficulties in undertaking trips seem to lie

with the timing of the trip and transport. Response from students,

permission from parents, as well as support from schools, do not appear

to pose problems in the undertaking of field trips. Problems in

undertaking trips are found in Table 41.

Table 41. Frequency of problems in undertaking field trips.

Problem

Response from students

Transport

Permission from parents

Support from school

Timing of visits/field trips

% 3.1

38.6

7.4 3.7

47.2


147


A s mentioned earlier, the Brunei Association of Science

Education ( B A S E ) is quite active and several activities are outlined

for schools. In School 3, these B A S E activities include a project/essay

competition, science quizzes, visits, and trips to the Belalong Research

Centre. Participation in these activities seems to be confined to a small

group of students, that is those w h o are more able. In School 2, for

example, only the lower forms participate in these activities. O n e teacher

remarked that although she prepares students in the afternoon to

compete in science quizzes, only four are actually involved.

Science-awareness activities seem to be quite varied in the case

studies. In School 1, for example, career talks are organized after the

examinations are over. Visits are organized to prospective institutions

and employers such as the dairy farms, the army camps, the Department

of Telecommunications, Radio and Television Brunei, as well as

industries. School 3 has not started yet, but organizations such as Brunei

Shell Petroleum C o m p a n y Sendirian Berhad, the army, police and the

M J P A P R (Nursing College) have made visits to the schools at the

respective institutions' request.

Teachers ' perception of adequacy of facilities for teaching

science

Data from the principal questionnaire indicate that the Science

school is well supplied with 14 laboratories, the government schools

also have 14 laboratories distributed among the 12 schools in the

sample, the non-government schools have four laboratories distributed

between five schools (this indicates that one school does not have a

laboratory), while the Arabic school has one laboratory between the

148


two schools. The utilization of each laboratory for science teaching ranges from 13-35 periods per week. F r o m the data it appears that the Science school has the highest rate of utilization, with an average of 35 laboratory periods for science per week. This is followed by the urban government schools, with an average of 33 periods per week. In the case studies, it was found that the laboratories are also used for other purposes, such as for extra-curricular activities (School 1) and for teaching other subjects. These laboratories are also used for extra classes in the afternoons.

Teachers' perception of the adequacy of various facilities for science teaching is found in Table 42.

149


Table 42. Teachers' perception of adequacy of various facilities for teaching science.

Facility

Laboratory

Classroom space

Furniture

Equipment for demonstrations Equipment for class practical

Supply of consumables

Safely

Water supply, gas

Electricity

Adequacy

Adequate Insufficient but manageable Inadequate Adequate Insufficient but manageable Inadequate Adequate Insufficient but manageable Inadequate

Adequate Insufficient but manageable Inadequate

Adequate Insufficient but manageable Inadequate Adequate Insufficient but manageable Inadequate

Adequate Insufficient but manageable Inadequate Adequate Insufficient but manageable Inadequate

Adequate Insufficient but manageable Inadequate

School

Science

%

46.7 40 .0 13.3 50 .0 28.6 21.4

53.3 4 0 . 0

6.7

80 .0 6.7

13.3 60 .0 33.3

6 .7

66.7 26.7

0 .0 28.6 21.4 50 .0 76.9

7.7 15.4

78.6 21 .4

0 .0

Govt.

Abv. m n

%

6 4 . 2 3 2 . 0

3.8 9 5 . 9

4.1 0 .0

6 9 . 8 20 .8

9 .4

6 2 . 3 2 6 . 4 11.3 4 4 . 2 34 .6 2 1 . 2

5 3 . 8 3 2 . 7 13.5

5 4 . 7 2 6 . 4 18.9 79 .3

9 .4 11.3 86 .8

7.5 5.7

Bel. Irtri

%

75.4 21.3

3.3

87.7 12.3 0 .0

85.2 11.5 3.3

62.3 32.8

4.9 42 .6 45.9 11.5

60.7 27.8 11.5

35.0 4 0 . 0 23.3

81.7 10.0 8.3

93 .4 4 .9 1.6

N.GovL

Abv. mn

% 6 0 . 0 3 0 . 0 10.0 8 0 . 0 10.0 10.0

85 .0 15.0

0 .0

5 5 . 0 3 0 . 0 15.0 3 0 . 0 5 5 . 0 15 .0

6 5 . 0 3 5 . 0

0 .0

6 0 . 0 2 5 . 0 15.0

9 5 . 0 5 .0 0 .0

94 .7 5.3 0 .0

Bel. m n

%

100 0.0 0.0

100 0.0 0.0 100 0.0 0.0

66.7 33.3

0.0 66.7 33.3 0.0

100 0.0 0.0

66.7 33.3

0.0 66.7 33.3

0.0 100.0

0.0 0.0

Arabic

%

44.4 55.6

. 0.0

100.0 0.0 0.0

100.0 0.0 0.0

27.3 72.7

0.0 9.1

81.8 9.1

44.1 44.1 111

27.3 27.3 45.4 45.4 36.4 18.2

45.5 18.2 27.3

Overall average

%

65 .8 29 .2

5 .0

8 7 . 0 10.0

3 .0

7 7 . 4 17.4

5.2

6 0 . 7 3 0 . 7

8.6 4 1 . 4 4 4 . 4 14.2 58.3 32 .5

9.2 4 4 . 4 31 .2 2 4 . 4

8 0 . 4 11.4

8.2

87 .5 8.1 4 .4


The data indicate that generally teachers find laboratories, classroom space, furniture, water supply and electricity adequate, although a percentage of teachers from the government, nongovernment and Science school was of the opinion that the laboratories were inadequate. This can be substantiated by the case studies, which

150


highlight the fact that laboratories for science teaching differ greatly between the government and non-government schools.

While Schools 1 and 3 are equipped with one laboratory each for physics, biology, chemistry and combined science and additional laboratories for integrated science, School 2 has only one laboratory for the entire 388 secondary enrolment. The laboratory is about two-thirds the size of a normal laboratory found in government schools. Since the class size is large (as m a n y as 46 per class), students sit in cramped conditions. The store room acts as the preparation room. The teachers in this school also claim that the lack of laboratories poses constraints to laboratory time. A s such, some of the practicáis, particularly for the examination classes, are held in the afternoon. Menengah Atas 5 science, for example, has two-hour laboratory periods in the afternoon per week. The insufficiencies in laboratory spaces have also compelled the school not to allot laboratory periods/ practicáis for combined science. The picture in the other two schools is quite the reverse. All the laboratories have their o w n preparation and display rooms. With very small classes, the laboratories are only half utilized. There is plenty of space to m o v e around. T o give additional comfort, all laboratories in the case-study schools have air conditioning.

T w o items that m a y need review are the availability of equipment and the supply of consumables. A fairly considerable percentage of teachers (44 per cent) are of the opinion that equipment of practicáis is insufficient, while 8.6 per cent find it inadequate for demonstration. Both the government schools and the Arabic school, in

151

Science education provision in secondary schools in Brunei Darnssalam

particular, find equipment for class practicáis insufficient. For supply of consumables, 32.5 per cent find this item insufficient but manageable.

A n item that has the highest rating for being inadequate (24.4 per cent of teachers were of this opinion) is safety. The Arabic school, in particular, finds safety to be at a low level. This finding can be substantiated by the case studies. For example, in School 1, m a n y teachers noted some outlets from the laboratories had been padlocked in the afternoon to prevent further vandalism and yet this m a y prove a hindrance should there be a fire in the laboratories. The high rate of vandalism has also resulted in the fire extinguishers being stripped from their stands and these have yet to be replaced. In all the case-study schools, no-one was seen to use goggles where heating of substances in test tubes was involved, or aprons used when conducting practicáis. There is also no fume chamber in the laboratory of School 2 , and even w h e n it is available, its position in the laboratory does not enable it to be used (School 1) or it is not functional (School 3).

It is interesting to note that in all government-managed schools, there are teachers w h o find that the various categories of facilities are inadequate. This can provide us with some indication on the availability of these facilities for different schools, and that there are government-managed schools where these facilities are perceived as being inadequate.

This can be found in School 1, where there is constant interruption in the supply of electricity, and power points that do not work in the pure science laboratories. This inadvertently affects practical work. Stools are also found in short supply in School 1. This inconvenience

152


was caused by repeaters w h o were accepted for repetition, therefore

making s o m e classes larger so there w a s not enough furniture.

Although this has been reported to the school authorities, the problem

has yet to be resolved.

Generally, all the laboratories are well maintained, except for the

integrated science laboratories of School 1, where some facilities such

as taps, sinks and power points have been vandalized by students.

According to teachers, the matter has been brought to the school

authorities, but has yet to be resolved.

With regard to specific apparatus and equipment, more than 80

per cent of teachers was of the opinion that as far as glassware, retort

stands/tripods, thermometers, lenses, stopwatches, are concerned, there

are sufficient for practicáis. Sensitive balance, J-tubes, ticker timers

and transformers seem to be low in terms of adequacy for practicáis,

but sufficient for demonstrations. M o r e teachers from the non

government and Arabic schools were of the opinion that transformers

were adequate for demonstrations rather than for practicáis. About 19

per cent of teachers in government schools felt labogaz was sufficient

for demonstrations, while 4 per cent stated these were not available. It

was noted that for several items, there were teachers w h o were of the

opinion that they were not available in the government schools when,

in principle, all government schools should be stocked with them. These

included most items except glassware, retort stands, lenses, iron filings,

microscopes, forceps and syringes. In School 1, it was reported that

test tubes and conical flasks were particularly prone to losses.

153

Science education provision in secondary schools in Brunei Damssalam

The most frequently used equipment includes labogaz and the overhead projectors, while stopwatches and circuit boards are in short supply. Teachers commented that this can be quite problematic if there are clashes in the timetable. Table 43 shows teachers' responses on the availability of science equipment and apparatus for science teaching.

Table 43 . Teachers' responses on the availability of science equipment and apparatus

Equipment/ Apparatus

Glassware

Chemical reagent

Indicators

Labogaz

Retort stand / tripods

Sensitive balance

Spring balance

Bulbs and sockets

Batteries and wires

Thermometer

Transformer

Availability

N.Available Suff.for d e m o . Suff.for prac.



N.Available Suff.for demo. Suff.for prac




N.Available Suff.for d e m o . Suff. for prac.




Science

% 0.0 0.0

100.0 15.4 7.7

76.9

14.3 7.1

78.6

7.7 7.7

84.6

0.0 0.0

100.0

7.1 42.9 50.0 18.2 9.1

72.7 20.0 10.0 70.0

20.0 0.0

80.0

0.0 0.0

100.0

30.0 30.0 40.0

Govt.

% 0.0

19.0 81.0

1.0 16.2 82.9

1.0 12.6 86.4

4.0 18.8 77.2

0.0 6.6

93.4

6.9

78.2 14.2

3.0 27.3 69.7

1.0 17.2 81.8

1.0 12.9 86.1

1.9 14.3 83.8

3.2 36.6 60.2

N.Govt .

% 0.0 9.1

90.9

0.0 9.5

90.5

0.0 4.8

95.2

0.0 14.3 85.7

0.0 4.5

95.5

9.1 63.6 27.3

0.0 27.3 72.7

0.0

22.2 77.8 11.1 11.1 77.8

0.0 9.1

90.9

20.0 50.0 30.0

Arabic

% 0.0 9.1

90.9

0.0 30.0 70.0

111 11.1 77.8

0.0 20.0 80.0

0.0 18.2 81.8

30.0 20.0 50.0

0.0 20.0 80.0

0.0 it ->

77.8 111 11.1 77.8

0.0 9.1

90.9

22.2 44.5 33.3

154


Table 43. (cont.)

Equipment/ Apparatus

Ammeter

Galvanometer

Rheostat

Stopwatch

Lenses

Glass blocks / prisms

Optic ray box

Vernier gauge

Iron filings

Microscopes

Forceps

Slides

Syringes

Ticker timers

J-tubes

Availability

N.Available Suff.for demo. Suff.for prac.


N.Available Suff.for d e m o . Stiff, for prac



N . Available Suff.for d e m o . Suff.for prac.










Science

% 20.0 10.0 70.0

20.0 10.0 70.0

20.0 10.0 70.0

7.1 0.0

92.9

9.1 0.0

90.9

18.2 18.2 63.6

20.0 10.0 70.0

18.2 27.3 54.5

16.7 0.0

83.3

9.1 9.1

81.8

18.2 0.0

81.8

18.2 9.1

72.7

25.0 8.3

66.7

40.0 20.0 48.3

30.6 36.1 33.3

Govt.

% 1.0

16.5 82.5

25.8 72.0

1.1 29.0 69.9

1.0 8.7

90.3

0.0 16.3 83.7

1.1

24.2 74.7

1.0 17.2 81.8

1.1 OO ^

69.7

0.0 16.0 84.0

0.0 37.0 63.0

0.0 12.5 87.5

2.0 41.8 56.1

0.0 18.6 81.4

6.9 44.8 48.3

30.6 36.1 33.3

N . G o v t .

% 0.0 4.5

95.5

4.5 9.1

86.4

0.0 27.3 72.7

0.0 18.2 81.8

0.0 4.5

95.5

0.0

22.7 77.3

0.0 31.8 68.2

0.0 4.5

95.5

0.0 45.5 54.5

0.0 19.0 81.0

4.8 19.0 81.0

4,8 19.0 76.2

4.8 19.0 76.2

31.6 42.1 26.3

9.5 42.9 47.6

Arabic

% 11.1 33.3 55.6

9.1 9.1

63.6

0.0 10.0 90.0

0.0 30.0 70.0

0.0 11.1 88.9

0.0 0.0

100.0

0.0 it i

77.8

0.0 11.1 88.9

0.0 0.0

100.0

0.0 71.4 28.6

12.5 25.0 62.5

0.0 50.0 50.0

11.1 44.4 44.4

44.4 33.3 Tí I

11.1

66.7


155

Science education provision in secondary schools in Brunei Damssalam

Textbooks and workbooks

Textbooks are the main and nearest source of information for students. The government provides a free loan of textbooks to students. These textbooks are mostly imported from Singapore as both countries use the same science courses. In terms of policy, all students should have a textbook each. However, this is not the case for all subjects. In School 1, for example, there are no textbooks for combined science classes. To solve this problem, the teachers use books for chemistry and biology. The school has decided that first the arts class (5A) gets the chemistry and biology textbook, while the next class (5B) has only the biology book, on the assumption that these classes will make better use of the book (since they are academically better) than the other classes. Therefore, in order to teach combined science, teachers have to put together all components of science using the textbooks available as reference material and produce notes for students. They are required to buy these notes, but because it involves cost, most teachers prefer to limit it to one page of notes only (as a cost-saving measure). A s a result, the notes are in small print and appear to contain too much to a page. S o m e students buy their o w n books, the majority being in the form of examination guides. With the ' N ' level students however, the government has supplied this group with sufficient textbooks and all students have one each.

Shortage of textbooks is also found at the lower-secondary level. The textbook for this level is 'Understanding Integrated Science'. However, due to the shortage, the teacher resorts to using 'Integrated Science for Secondary School', a textbook which was used in Malaysia in the 1970s, when the subject was taught in English.

156


O n the usefulness of available textbooks, 49 per cent found the textbooks useful, while 33.2 per cent of teachers ranked textbooks as very useful. This was also found in the case studies. However, there were still others w h o thought otherwise. In the survey, about an equal number of expatriate and local teachers stated that the textbook was not very useful/not useful.

O n e teacher in School 3, commented that the textbook for the lower secondary classes did not contain complete information. A teacher w h o taught combined science in School 1 said the combined science textbook contained too m a n y unnecessary topics. Textbooks for the ' N ' level were said to be more advanced than the books for the pure science classes. Teachers commented that the level of English used was high for the target group, which happened to be the low-ability students.

Teachers do modify the contents to suit the level and needs of their students. In the survey, 82.9 per cent of teachers agree with the statement that they often modify the contents. This is confirmed in the case studies, where teachers modify the contents of textbooks and prepare notes to be given to students. All teachers in School 3 use additional textbooks which they buy themselves. With regard to workbooks, 49 per cent of teachers were of the opinion that these books are very useful, while 40.5 per cent find them useful. Most of the workbooks are used by the lower secondary classes. Table 44 shows teachers' responses on the usefulness of textbooks and workbooks.

157


Table 44. Teachers' views on the usefulness of textbooks and

workbooks.

Responses

Very useful (%)

Useful (%)

Not very useful (%)

Nol useful (%)

Textbooks

Bru.

34.4

45.9

16.4

3.3

PR

75.0

25.0

0.0

0.0

Expat.

30.4

52.2

9.8

7.6

Overall average

33.2

49.0

12.1

5.7

Workbooks

Bru.

51.2

38.5

2.6

7.7

PR

0.0

50.0

25.0

25.0

Expat

50.8

41.0

3.3

4.9

Overall average

49.0

40.5

3.8

6.7


158


5. S u m m a r y and conclusions

This study has focused on various aspects of science education in the country. Data from the survey and case studies have highlighted several issues which m a y need both immediate and long-term strategies if the situation is to be improved. Most prominent among the issues raised are the following:

1. Enrolment of students in the pure science stream at the upper-secondary level in the sample schools is very low in proportion to arts, although the data from the case studies show a m u c h better ratio. The increase in the number taking science in 1996 is a positive indicator which needs to be sustained if science is perceived to be important for national development. However, selection criteria m a y need to be reviewed since these bear influence on the quantity and quality of students w h o will be in the science stream. Data from the baseline indicate science students have every opportunity to proceed to higher levels of education as well as to good careers. The fact that prospective employers as well as the university have expressed concern at the unavailability of qualified science students further magnifies the need for the school system to produce such students. Otherwise, such opportunities would be only taken up by those w h o m a y not be able to contribute as m u c h in nation building as those w h o are citizens of the country.

2. A second issue concerns the overall performance in the science subjects and the gap between performance in government and non-government schools. At the B J C E level, there appears to

159


be a consistently low-quality achievement in integrated science. A lack of quality in the performance at this level will only result in the narrowing of the pool w h o will eventually end up in the science stream classes. If this trend continues, then the number enrolled to take up the science subjects will remain low. At the B C G C E ' O ' level, although overall performance in the pure science subjects is quite satisfactory, there is still m u c h room for improvement. Since there is a selective intake of students in the science stream, then it should be expected that both the quantity and quality of grades achieved should be very high. Performance in the double sciences is the lowest of all the science courses. Students taking these subjects are considered to be better than those taking combined science and yet do very badly in the examination. Perhaps a review on the teaching of these subjects m a y need to be made .

It is obvious that the performance of students in the government schools lags far behind that of the non-government schools, despite their enjoying better resources and facilities, a low teacher/student ratio, and highly qualified as well as motivated and dedicated teachers. It is the students in the government schools that will eventually m a k e a difference to the future h u m a n resources of the country, since non-government schools cater more for children of non-residents.

3. A third issue hangs on the language policy that governs the m e d i u m of instruction for science teaching. There is concern at the level of proficiency of English a m o n g students and this, to a certain extent, has effects on the achievement of students in

160


the subject. If English is to remain the medium of instruction in the schools, then concerted efforts from all parties concerned will need to be harnessed to ensure students are not jeopardized in the public examinations, as this will have an effect on their educational and career opportunities.

4 . A fourth issue concerns the level of motivation of students and interest in learning. While some have expressed themselves to be interested in learning science, this is not demonstrated in their activities in the classroom as perceived by teachers, as well as the researchers. Only the more able students and those in the non-government schools seem to show enthusiasm. Several factors m a y contribute to this phenomenon. Parental interest in their children's schooling appears to be a predominating factor in the non-government schools. The frequent consultation between the schools and the parents, with the latter knowing of the former's demands on the children, contribute to the sustenance of high motivation among the students in the non-government schools. In addition, m a n y parents of the non-government schools are themselves professionals and English-speaking, w h o have visions of what the future is for their children.

5. A fifth issue concerns teaching/learning of science. The case-studies indicate the prevalent practice of teaching with the aim of students passing examinations. This is illustrated by the frequency of tests and the format of tests, and school examinations are modelled along the ' O ' level examination papers. While this is argued as a good way of making students

161


learn and become familiar with public examinations, such practice limits the real intention of teaching/learning science, which is the acquisition of scientific skills. Although teachers do acknowledge this aspect, the needs of examinations seem to outweigh the educational intents.

6. The country enjoys a very low teacher class/ratio. The class size is very small, with some as low as six students. This m a y prove to be uneconomical in the long run. Strategies m a y need to be worked out where resources can be pooled for m a x i m u m benefits while, at the same time, sustaining both teacher and student motivation and interest, as well as achieving economies of scale.

7. There is no problem with the supply of science teachers. However, data from the sample schools show an imbalance in the specialization of teachers in the subject discipline. Chemistry graduates seem to be over-supplied, while those of physics seem to be low. Careful consideration of the subject specialities m a y need to be undertaken in the recruitment of teachers so that the demand is met by the supply. A matching of specialization and subject taught m a y contribute to improved performance and motivation in the long run.

8. Professional collegiality amongst science teachers is an aspect that could be further improved. Although the country has an association of science teachers, the data seem to suggest that a large number of teachers choose not to be members of this association. Most of those w h o are members seem to be the

162


older teachers. A lot of benefit could be gained from this association and therefore efforts should be made to encourage more of the younger teachers to be involved in the activities.

These are some of the major issues that have emerged during this study. All these are intertwined, and suggestions for solutions will need careful examination of each and every aspect so that a holistic approach can be taken. Elaboration on the issues, as well as recommendations, will be discussed in greater detail in the next chapter.

163

Chapter 5

Implication for policies and planning

This study was undertaken with the purpose of assessing what provisions had been made for science education in the country. Although the main focus was on secondary schools, the study also covered provisions in higher education and the labour market. The purpose was to provide an overall scenario, drawing from various perspectives from which salient issues could be extracted for future planning. The study has revealed that science education has been given due emphasis and that various efforts have been made by the government towards ensuring that policies decided upon are implemented. However, there remain several aspects that need to be addressed.

The study began with several assumptions and research questions. Chapters 2, 3, and 4 provide both the data and analysis of the study. This section summarizes the major findings of the analysis and attempts to link them to aspects of policies and planning. S o m e indications on what direction the Ministry m a y take in the future are also offered.

165


1. Major findings

1.1 Science enrolment

First of all, the study has shown that at the national level, up until 1995, there was a downward trend in the proportion of science to arts students. Data for 1995 show 20.8 per cent of students are enrolled in the science stream. O f this, about 20 per cent comprises non-locals or non Bruneians, thus making the percentage and number of students w h o will eventually occupy the science-related positions or go into higher education even smaller. However, data for Menengah Atas 4 ( M A 4 ) 1996 show an increase in the number of students in the science stream. The ratio for science:arts:technical at this level ( M A 4 ) is 34:64:2. This is endorsed by the case studies, which indicate that there is an increase in the number of students taking science both in the government and non-government schools, giving a figure of 29:71. This is a positive trend that should be sustained.

The survey shows that there is an increase in the proportion of females in the science stream. However, the two largest employers of science graduates insisted that the current positions for science-qualified school leavers would be more suitable for males. While a high proportion of females in science is highly suitable, efforts also have to be made to increase the number of males enrolled in science.

The study has also revealed that a large portion of students taking science are in the non-government schools, with 87 per cent of the total students in this stream. This is the reverse of what is found in government schools. However, only about 50 per cent of such students

166


are locals, while the other 50 per cent are the children of foreigners. It

then appears as though the importance of science is felt more by the

non-locals than the locals.

Low enrolment in science has several effects. First, enrolment in

the science stream is spread thinly over m a n y schools, resulting in

small class size. Only the Science School has an average class size of

25 students, which is also the largest class for science in the government

schools. Other government schools have class sizes ranging from 6 to

13. In the non-government schools, the class size is larger, and one

school was found to have 40 students in the Menengah Atas 4 science.

Second, there are not enough students trained in science. Data

on higher education and training suggest that the science-qualified

students are favoured over their arts counterparts. Scholarships from

the government, Brunei Shell Petroleum C o m p a n y Sendirian Berhad

and Royal Brunei Airlines are mainly for this group. However, the

study also found that there are more places than there are candidates

suitably qualified for the offers. Both the Faculty of Science, University

Brunei Darussalam, and Royal Brunei Airlines have voiced this concern.

For middle-level technical courses, there seems to be sufficient

applicants for places, to the point of oversubscription for some. While

this is encouraging, it needs to be borne in mind that higher-level

specialists play a crucial role in national development. If the current

trend in the supply of science-qualified graduates persists, there is reason

to believe that the situation in higher education m a y worsen. O n e course

in the Faculty of Science has already been discontinued and merged

with another, while some courses have very small enrolments. This is

an area of concern.

167


Enrolment in the science stream is linked to the selecting mechanism practised in the schools. The Ministry of Education does not impose standard criteria on the selection of students into the science stream. Rather this is left to the schools, and the study found that schools use different m i n i m u m standards to stream students. Although credits in the relevant subjects in the B J C E results are used to determine w h o should be in the science stream, schools also take into consideration factors such as parents' requests, internal qualifying tests or a cut-off point where the top 15 to 20 per cent is put into the science stream. Therefore, there are variations over the quantity and quality of students w h o are in the science stream. It is believed that there are students w h o m a y be able to cope with science, but are not for some reason or other guided into the science stream. T o illustrate the point, if one were to assume that a Grade 6 in B J C E integrated science is accepted as a m i n i m u m requirement to enter the science stream, then for 1996, only half of the 'qualified' students were given the opportunity to do so. O f the 1 333 candidates in government schools w h o obtained Grade 1-6 in the 1995 B J C E , 533 were in the Menengah Atas 4 Science in 1996. This accounts for about 50 per cent of the students.

Available evidence also shows that the low participation in the pure science stream is related to the poor performance attained in integrated science at the B J C E level. The overall pass in this subject in 1994 was 49 per cent, and of these about 1 333 obtained a Grade 6 and below. This automatically restricts the number w h o could enter the science stream. Efforts should be made to improve achievement levels in integrated science.

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1.2 Science teachers

Data on teachers seem to indicate a favourable and ideal

situation for productive teaching and learning. Class sizes are small

and the teacher/student ratio is also small. Teachers have a positive

attitude towards their profession and are motivated, as indicated by

their willingness to remain in this profession. Most teachers teach the

science subject they had specialized for, which indicates that there are

enough teachers. They are also well qualified, since almost all teachers

(93 per cent) have degrees in science/science education, thus implying

that the science subjects are taught by teachers with the right level of

education and area of speciality.

The study has shown that there are more than a sufficient number

of teachers teaching science at all levels. A n y shortage is met by hiring

teachers from other countries. The teaching of science, particularly at

the upper-secondary level, mainly rests with expatriates, w h o form about

60 per cent of all science teachers. This dependence has its problems.

Since these teachers are on contract for at least three years, some do

not extend for another term, while others do. This, to some extent,

does affect teaching, as 55 per cent of principals consider this as a

serious problem, as time is involved in getting replacements.

Although there is no teacher shortage, there appears to be an

imbalance in the subject specialization, with about 35 per cent

specializing in chemistry. There are also non-optionists teaching science

and this comprises 17 per cent of the total number of teachers in the

sample. O n e aspect of interest is the role of in-service courses in

enhancing teachers' skills and knowledge in science teaching. Although

teachers generally feel that in-service courses are useful in m a n y aspects,

the number w h o have had opportunities for such training is still small,

169


considering that science is important for national development.

Professional development of teachers is still an area that has not been

exploited to the m a x i m u m , and although there is a professional

association that supports science teaching, not every science teacher is

a m e m b e r of this association.

1.3 Curriculum and instruction

Everyone acknowledges the importance of science for national

development. All students experience some form of science throughout

their student life. However, many teachers found the current syllabus

difficult for the average to below-average students. Most problems were

associated with those dealing with abstract concepts, electricity and

calculations, implying the need to acquire computational skills. Thus,

there is a question about the issue and appropriateness of the current

curriculum. To what extent are the current science courses offered

relevant and appropriate? Data from the public examination results

show that the double sciences not only are not popular, but also have

the worst results, with an extremely high rate of failures. Although

teachers were of the opinion that this does not seriously affect the

teaching of science, evidence in performance shows otherwise.

W h a t was considered as having a more profound effect on

learning was the low standard of proficiency in English (being the

med ium of instruction) and a lack of interest in learning, particularly

in the government schools. D u e to poor proficiency in the English

language, considerable time is spent on explaining terms at the expense

of understanding the science processes involved in practical work. The

issue with English is associated with the bilingual policy in which

170


English is the m e d i u m of instruction for science. The need to keep abreast with the international world and the marketability of the certification are both pertinent in the Brunei Darussalam context. Its dependence on expatriates to teach the subject makes it even more important to offer the subject in English, as this would enable a larger pool of applicants to be recruited. However, if English continues to persist as a factor that affects teaching and learning, various strategies will need to be prepared so that students are not disadvantaged in the process of learning.

There are various possibilities that contribute to students' general lack of interest in learning, and this study did not m a k e an attempt to examine the reasons associated with it. However, interviews with the students did not indicate this to be widespread. Data from the case studies showed both perspectives - they had a high level of interest in the subject as well as disinterest in the subject. The latter were mainly associated with the weaker students, which in most cases did not apply to those taking the pure sciences. That being the case, problems associated with lack of interest in learning do not apply to students in the science stream.

In the lessons, although there is little difference in the teaching style, students in the non-government schools show a m u c h more active participation than their counterparts in the government schools. These students are given more homework and assignments. They are also given tasks such as writing reports on experiments and notes on the theory component themselves. In the government schools, students are given handouts by teachers, indicating a lack of confidence among teachers in leaving this task to the students.

171

Science education provision in secondary schools in Brunei Darnssalam

The orientation towards examination is obvious in teaching.

Most exercises are based on the format of examinations.

1.4 Assessment and performance

There are several issues pertaining to performance in public

examinations as this determines both the quantity and quality of students

in the science stream.

First of all, data from the examination results show that non

government schools consistently outperform the government schools

in all the sciences as well as in critical subjects such as English language

and mathematics.

Second, performance in integrated science at the B J C E level,

which determines w h o should and should not take up pure science

subjects at upper secondary, shows a deteriorating trend in the overall

pass rate. In 1990, the overall pass rate for government schools was 67

per cent, and this decreased to 49 per cent in 1994. W h a t this implies is

the narrowing of the pool of students in the government schools, where

the majority of Bruneians are studying w h o would be able to study

pure science in 1995. Although there was a recovery in 1992, where

government schools had a fairly high percentage pass rate, these schools

were not able to sustain this increase in the following years.

A third point concerns the quality of grades achieved by the

government schools. A n analysis of the quality of grades achieved at

both B J C E and B C G C E ' O ' level examinations shows that the majority

of candidates are clustered around grades 6, 7 and 8/grades D and E in

172


all the science subjects. Thus, although overall results seem satisfactory, those getting good grades in these schools are the exceptions rather than the rule. The situation with the non-government schools is the reverse, where both overall passes in all subjects are well above the 1990s and a large percentage has high grades.

A fourth issue is the decreasing percentage of passes in all subjects over the four years. This is evident in the government schools, while the non-government schools are able to maintain an extremely high level of performance. A comparison of the results of the three pure science subjects shows biology had the worst result of all. While the lowest overall pass rates recorded for physics and chemistry in the government schools were 62.3, in 1993, and 70 per cent, in 1994, respectively, the lowest result for biology was 49.4 per cent, in 1994. This subject had the largest number of candidates at the B C G C E ' O ' level examination, indicating the popularity of the subject. Needless to say, the non-government schools perform very well in all three subjects.

A fifth issue is weak performance in the other science subjects: double science and h u m a n and social biology had extremely poor results. Double science comprises the combinations of two pure science subjects (chemistry, biology; physics, biology; and physics, chemistry). The former are subjects offered to students w h o are just slightly below those taking the three pure science subjects in terms of level of achievement. In 1994, 985 students in government schools sat for double science in the B C G C E ' O ' level examinations. O f these, 709, or about 72 per cent, failed. Combined science, taken by an average of 500 students, also had low passes. Less than 50 per cent of students passed this subject in 1994, and only about nine per cent had grades

173


A - C . Taking the total number of students in the government schools w h o sat for the various science subjects other than the pure sciences, about 67 per cent of these students (or 950) failed to gain the m i n i m u m standard required in order to get a pass. This would then m e a n that this group would not be able to undertake the majority of the courses offered by the training and educational institutions in the country. If the failures in chemistry are added (this subject having the least failures - 259 candidates) then the figure of those w h o are not able to gain entry into these institutions would be larger. Furthermore, if credits are considered as a m i n i m u m entry requirement, only about 101 students in the arts stream would be able to be enrolled in the diploma courses that do not require credits in the pure science subjects.

A sixth issue is the strong orientation towards examinations in classroom assessment. While this, on the one hand, is a strong pull factor towards making students learn, an over emphasis on this m a y be at the expense of actual learning. Class tests are mainly taken from past years' examination questions, or a book of questions, and very rarely do teachers formulate their o w n questions. This would indicate that testing students based on their level of ability is not practised in the majority of schools.

1.5 Advice and support

There is good internal support for science teachers. Heads of departments seem to be the focus and central figure when teachers need professional help. They were also the most frequent observers. However, it is colleagues w h o teachers turn to for advice. It is interesting to note that specialist inspectors and curriculum developers do not play

174


major roles in the lives of the science teachers. W h a t this implies is the need for both science teachers and heads of departments to be equipped with the skills and ability to provide professional assistance. Data available indicate that quite a sizeable group of teachers have not attended in-service courses over the last two years.

A second issue is the apparent lack of initiative or interest in taking advantage of the resources available for the teaching of science. Most teachers agree that use of more teaching aids would make teaching more effective. But although there are resource centres either within the school premises or at the Curriculum Development Department, more than half of them do not visit these or borrow the resources available in these centres. Brunei Darussalam also has an active association of science teachers. However , membership is mainly confined to the older teachers. Thus, it appears as though m a n y of the younger teachers do not want to take advantage of the opportunities offered for the exchange of ideas and experiences among colleagues. More attention could easily be paid to this issue.

A third issue concerns the laboratory facilities. There are contrasts between the laboratory provisions in government schools (which are well-resourced) and non-government schools. T w o items that need special attention are the adequate availability of equipment and consumables for practicáis and demonstration. A lack of either item would certainly affect the quality and frequency of practical work.

A fourth issue concerns safety in the laboratories. Most teachers find this to be lacking.

175


A fifth issue concerns textbooks. Although it is government policy to provide free textbook loans to students, the data show these are in short supply. S o m e of the textbooks in use are also old textbooks used by neighbouring countries in the 1970s. The language used in some of the current textbooks is found to be difficult for the students. Although teachers prepare notes for students as a substitute for textbooks, schools do not provide assistance in this matter. N o financial assistance is given to students to pay for the notes. Thus, teachers could only give the m i n i m u m , so as not to burden the students.

A point that needs to be highlighted is the high level of parental support to the school and high level of interest in their children's educational progress in the non-government schools. The approach used in such schools should be copied by schools where this aspect is lacking.

2. Implications and suggestions

Three main research questions were identified at the beginning of the study. These were the following:

• Organization and teaching/learning conditions of science education.

• Flow of students in science education.

• The impact of investment on human resource development in science.

176


The implications of the research findings are very m u c h interrelated and interlinked. It is therefore imperative that suggestions for improvements should address the different dimensions covering both short-term and long-term strategies.

2.1 Organization and teaching/learning conditions of science education

Science curriculum

Existing science courses at the upper-secondary level are taken from the Cambridge ' O ' level syllabus. A total of seven subjects (excluding agricultural science) is offered. Examination results reveal performance in these subjects in the government schools is low. The number of failures in the double sciences and human and social biology has been very high, while a large number of students take these subjects. Performance in combined science is also far from satisfactory. Performance in physics and chemistry is satisfactory, while performance in biology is of a low level. Factors that contribute to this state of affairs include the difficult curriculum for the average and below-average students, a low level of proficiency in the English language, and a general lack of interest to learn. The case study on the nongovernment schools shows that there are practices that positively contribute to the conducive learning environment, and this includes the keen interest of parents in their children's education. It is, therefore, suggested that:

• A study be conducted on the correlation between performance in English language and performance in science in a public examination. Strategies should be

177


developed to ensure that students acquire a good level of proficiency in English language as early as possible to minimize teaching/learning problems due to weaknesses in the language.

A review be made of the status of double science in the courses of studies, on the practicality of offering this subject to schools, particularly in the context of its link and usefulness in getting into higher education and training. A study on the trends in achievement and causes of poor performance in these subjects should be conducted.

T h e teaching and learning of all science subjects, particularly biology and general science, should be improved. Teachers should be kept abreast of effective techniques of teaching.

Efforts should be geared to producing better-quality grades in all subjects. Visits could be arranged to the non-government schools to study effective practices that support the high achievements obtained in these schools.

Efforts to formulate the local science syllabuses, which have n o w been implemented for the lower-secondary level, should be extended to the upper-secondary level. This would help to ensure that issues of appropriateness and relevance are taken into account.

178


• More informal meetings be organized with the parents at school level. Parents should also be invited to contribute more to school life.

Science teachers

The study has shown that science is largely taught by graduates with university degrees. Although a small percentage do not have professional qualifications, this does not seem to affect their teaching. However, while the overall supply of teachers is sufficient, there is a surplus of chemistry graduates over the other disciplines. The study has also revealed that the country enjoys a very generous teacher/student ratio. In most schools, the ratio is very small, to the point that it m a y not be economical. While this m a y enable better student/teacher interaction, the results do not seem to reflect this. There is also a high dependence on the supply of foreign teachers for the teaching of the various science courses. This sometimes has its problems. O n the basis of these issues, the following recommendations are made :

A correct balance of the supply of teachers in the various disciplines should be ensured so that the subjects are taught by teachers suitably trained to teach that subject.

• A review of the current enrolment of science students in each school should be made . Students in schools with a low science enrolment could be transferred to other schools where enrolments are larger and facilities are better, and the environment more conducive to learning. Teachers will need to be redeployed. This would enable

179


better utilization of teachers and an eventual reduced

dependence on foreign teachers.

• Opportunities should be m a d e available for all science

teachers to attend in-service training at least once a year.

More efforts should be m a d e to encourage teachers to

be active members of the Brunei Association of Science

Education.

Resources and support

Although most teachers feel laboratory facilities are sufficient,

there are others w h o think otherwise. Attention will also need to be

given to the supply of equipment and consumables so that practicáis

can be undertaken more effectively by students. Safety during practical

work in the laboratories is cited as lacking. In one case-study school,

because laboratory facilities had been destroyed, practicáis could not

be undertaken. Delay in fixing these facilities would therefore affect

the quality and quantity of practical work. With this in mind, it is

therefore suggested that the following actions be taken:

• Schools should ensure that aprons are supplied for

students to put on w h e n conducting practical work,

particularly that involving dangerous experiments.

• The School Department and the Maintenance Section,

Department of Administration and Services, should

ensure that fume chambers are available and in working

condition.

180


• Schools should take immediate action to repair or replace laboratory facilities that have been destroyed.

• Annual capitation grants should be given to each school to cover various expenses related to science education, such as the purchase of certain equipment and consumables, books and other resources for teaching and learning, small repair work as well as activities for science. The formula for the allocation of the grant should take into consideration the number of students in the science stream (perhaps a bigger per capita for the science stream). This will allow a more equitable distribution for the different kinds of schools.

Although it is the Ministry's policy that all students in government schools are given free textbooks on loan, these seem to be in short supply in certain schools. In cases where textbooks are available, these books are found to be far beyond the level of the ability of students. Teachers' initiatives to provide notes for students incur expenses for students that are not supported financially by schools. In some schools, certain books used were found to be suitable, but others were old and out of date. The study also found that although teachers are aware of the importance of teaching aids in teaching and learning, only a small number makes use of the available resource centre. The study therefore suggests:

• The Ministry takes immediate action to ensure that relevant textbooks are available for all students.

181


• Teachers' initiatives in modifying the contents of textbooks for low-ability groups should be supported financially by schools. Part of the capitation grant suggested could be utilized for this purpose.

• Development of local textbooks should be encouraged to m a k e sure that appropriateness and relevance to the local context is assured.

• Efforts be m a d e to encourage teachers to utilize the resource centre more.

Findings of the study reveal that teachers receive a lot of professional support from heads of department and colleagues. Relevant Ministry officials such as curriculum officers and school specialist inspectors, however, do not play a prominent part in providing support. Therefore, it is suggested that:

• Senior and effective teachers, which includes heads of departments, should be given training in methods and techniques in mentoring or teacher support.

• A better relationship should be encouraged between schools and school specialist inspectors and curriculum developers so that they could be better utilized as resources for professional advice.

182


2.2 Flow of students in science education

Although science enrolment has shown a downward trend in recent years, data for 1996 show the trend taking a reverse turn, indicating more students are studying in the science stream. There are variations in the m i n i m u m criteria used in selecting students into this stream, with some schools admitting students w h o are deemed to be unsuitable. T o ensure that both the quantity and quality of students in the science stream are continuously improving, the following are suggested:

• All schools adhere to a m i n i m u m criteria set by the Ministry of Education. This criteria should be based on information of past performance of students with such qualifications in the B J C E examination. A m i n i m u m pass at Grade 6 in integrated science and mathematics could be used as a criterion for selecting students in the science stream.

• The Ministry sets a target consisting of an annual target and a final target by the year 2011 to be achieved with regard to science enrolment. At least 35 per cent of each cohort should be encouraged to get into the science stream. All intervention strategies should m o v e towards achieving this target.

• Effective teaching of science should begin from the primary level so that a love of science and a desire to excel in this subject is instilled m u c h earlier. Teachers

183


should be constantly kept abreast of effective techniques

in teaching science.

• School-level activities to motivate students to take up

science should be undertaken. These could include

science week/science month, during which all activities

must be geared to instilling interest in science.

• A more effective system of monitoring and professional

advice should be developed by the relevant agencies to

ensure that the parties concerned are regularly kept

informed of problems and teachers are able to get

immediate professional help when the need arises.

2.3 The impact of the investment made in science on

human resource development

Examination results show that in government schools,

achievement in all the science subjects has been deteriorating.

Achievement in the pure science subjects, except for biology, is better

than in any other science subject. Achievement for combined science

is poor, with an overall pass of 45 per cent. All the double science

subjects (physics, chemistry; physics, biology; and chemistry, biology)

show extremely low passes. A n analysis of the grades obtained shows

that the majority of candidates have achieved poorly, obtaining grades

6, 7 and 8 and 9 (failed). A comparison with the non-government

schools shows the reverse. These schools have consistently maintained

an above 90 per cent overall pass in all subjects throughout the years.

Not only that, the quality of grades obtained is m u c h better, with the

184


majority getting the better grades. T o improve the quantity and quality of achievement in government schools (since these schools form the pool of the future technocrats of the country), the following are suggested:

• A n analysis of examination test items should be undertaken to ascertain areas/topics which are difficult for students.

• The Ministry should prepare teachers' guides on the teaching of difficult items in the syllabus.

• A follow-up study on the causes of low achievement in public examinations should be carried out, so that appropriate measures can be taken to address the problems.

Various opportunities are available for students to take up further studies and training in science-related fields, as well as to enable them to work with the major employers of science-related occupations. Scholarships and various schemes of grants are awarded to suitably qualified science students to take up science-related courses abroad. However, information from prospective employers, and faculty staff of the local institutions of higher learning, reveal that there is an insufficient number of qualified candidates to fill these places. Thus, the demand for higher-level personnel m a y not be able to be met if the current situation persists. The present situation also shows that existing institutions are more geared to preparing middle- to low-level occupational positions. In the light of this, it is suggested that:

185


The better opportunities available in higher education, training and employment for science students, rather than arts students, should be made k n o w n to all students. Career guidance teachers should take the responsibility of providing as m u c h information as possible on career choices to students.

Science-awareness programmes should be aired through the mass-media. Close co-ordination needs to be fostered between the relevant agencies.

Science should be given a high profile in all sectors. This includes improved salaries and special benefits for science professionals, including teachers; opportunities for further and higher education, opportunities in taking up highly esteemed occupations, and the importance of science in development and modernization.

186


3. Conclusion

This study has looked into the characteristics of the provision of science education in schools, and particularly at the secondary level. It is at this level that students have the experience of various science courses. It is also this level that has a direct link to the development of h u m a n resources in the country. Special focus was put on the flows of students in the science stream and h o w these are articulated with national policy priorities, the conditions under which science is taught, patterns of achievement and participation at school and at further education level, about the impact of investment in h u m a n resource development. The ultimate aim of the study is to identify the strengths and weaknesses of current practices and suggest ways that could be taken to enhance the quality, access and efficiency in the provision of science education.

The analysis of data gathered has shown that some aspects of the provision have met with favourable achievements, while others are not as promising. Teaching is still tied to examinations rather than teaching for understanding; the quantity and quality of grades achieved leave m u c h to be desired, despite the low student/teacher ratio and the availability of resources. There is also the issue of supply and demand of science school leavers for higher education and training, particularly since most positions, other than those in the public sector, are still held by expatriates. Even in science teaching, particularly at the upper-secondary level, more than 60 per cent are foreigners. Efforts will need to be m a d e to meet the desired goals. Enrolment targets will need to be set and all efforts will need to be geared towards meeting these targets.

187

Intervention strategies will need to ensure that these contribute rather than hinder further progress in the provision of science education.

Obviously, there are several areas that the study did not look into in depth. This includes the current science curriculum used in schools, the analysis of public examination items, and science education provision at the primary level. These would need separate studies.

Appendices

Annex Al Types of responsibilities held by science teachers

Responsibilities

Deputy Principal

Head of Department

Asst. Head of Dept.

Senior Master

Exam-Sect.

Career/Counselling Teacher

Registrar

Head of Section

Others

Science

0

2

1

0

1

2

T

0

7

Govt.

Abv. m n

1

6

3

3

4

4

0

3

30

Bel. m n

0

8

2

-) 5

5

]

3

37

N.Govt

Abv. m n

0

4

0

1

0

2

0

0

6

Bel. m n

0

2

0

1

0

1

0

0

0

Arabic

0

2

1

0

0

2

0

0

4

Overall average

% 1 (0.6)

24 (15.2)

7 (4.4)

7 (4.4)

10 (6.3)

16 (10.1)

3 (1.9)

6 (3.8)

84 (53.2)

189


Annex A2 Number of periods taught in laboratory and classroom

by school performance

Periods taught

I N

L A B 0 R A T 0 R Y

I N

C L A S S R 0 0 M

1-5

% 6- 10

% 11- 15

% 16-20

% 21-25

% 26-30

% 31 -35

% 36-40

% 41 -45

% >45

% 1 -5

% 6- 10

% 11-15

% 16-20

% 21-25

% 26-30

% 31-35

%

Science

2

9.1 11

50.0

0 0.0

4 18.2

5 22.7

0 0.0

0 0.0

0 0.0

0 0.0

0 0.0

0 0.0

1 33.3

0 0.0

0 0.0

0 0.0

1 33.3

1 33.3

Sctiool

Government

A b v . m n

14 16.9

40 46.2

13 15.7

5 6 6

7.2 2

2.4 0

0.0 1

1.2 0

0.0 2

2.4

23 79.2

3 10.3

0 0.0

1 3.5

0 0.0

1 3.5

1 3.5

Bel.mn

13 14.8

30 34.1

12 13.6

3 3.4

5 5.7

0 0.0

7 7.9

8 9.1

0 0.0 10

11.4

17 73.9

-4 17.5

1 4.3

1 4.3

0 0.0

0 0.0

0 0.0

Non-government

A b v . m n

17 68.0

7 28.0

0 0.0

1 4.0

0 0.0

0 0.0

0 0.0

0 0.0

0 0.0

0 0.0

8 47.1

8 47.1

0 0.0

1 5.8

0 0.0

0 0.0

0 0.0

Bel.mn

5 100.0

0 0.0

0 0.0

0 0.0

0 0.0

0 0.0

0 0.0

0 0.0

0 0.0

0 0.0

3 100.0

0 0.0

0 0.0

0 0.0

0 0.0

0 0.0

0 0.0

Arabie

14 82.4

3 17.6

0 0.0

0 0.0

0 0.0

0 0.0

0 0.0

0 0.0

0 0.0

0 0.0

6 54.5

4 36.4

0 0.0

0 0.0

1 9.1

0 0.0

0 0.0

190

Apéndices

Annex A3 Examination format of various science papers

The biology paper comprises the following:

Weightings of assessment:

Theory papers (Papers 1 and 2)

A . Knowledge with understanding, approximately 45 per cent of the marks.

B . Handling information, approximately 55 per cent of the marks.

Practical assessment (Papers 3 and 6) designed to test appropriate science skills, experimental skills and investigation skills.

The scheme of assessment is as follows:

Candidates are required to enter for Papers 1, 2 and either 3 or 6

Paper

1

2

3

6

Type of Paper

Multiple choice

Theory

Practical examination

Alternative to practical (Written)

Duration

50 minutes

1 hour, 45 minutes

1 hour, 15 minutes

1 hour

M a r k s

40

80

40

40

191


The chemistry paper is similar to the biology paper, with the following weightings:

Weightings of assessment objectives:


A . Knowledge with understanding, approximately 65 per cent of the marks, with approximately half allocated to recall.


Practical assessment (Papers 3 and 6) designed to test appropriate skills, experimental skills and investigations.

Scheme of assessment

Candidates are required to enter for Papers 1, 2 and one other paper

Paper

1

2

3

6

Type ot Paper

Multiple choice

Theory


Alternative to practical (written)

Duration

1 hour

1 hour, 30 minutes

1 hour. 30 minutes

1 hour

M a r k s

40

75

30

30

192

Apéndices

The examination format for physics is as follows:

Weightings of assessment objectives:


A . Knowledge with understanding, approximately 65 per

cent of the marks, with approximately 30 per cent

allocated to recall.

B . Handling information and solving problems,

approximately 35 per cent of the marks.

Practical assessment (Papers 3 and 4) - designed to test

appropriate skills, experimental skills and investigations, and will carry

20 per cent of the marks for the subject.

Scheme of assessment:

Candidates are required to enter for Papers 1, 2 and either 3 or 4

Paper

1

2

3

4

Type of Paper

Multiple choice

Theory


Alternative to practical (Written)

Duration

1 hour

1 hour, 45 minutes

2 hours

1 hour

M a r k s

40

75

30

30

Double science (physics, chemistry/physics, biology/chemistry,

biology).

193


Weightings of assessment objectives

A . Knowledge with understanding, approximately 65 per cent of the marks, with approximately 30 per cent allocated to recall.


Scheme of assessment

Candidates are required to enter for Paper 1 and two of Papers 2,3 and 4

Paper

1

-> 3

4

Type of Paper

Multiple choice

Theory (physics)

Theory (chemistry)

Theory (biology)

Duration

1 hour

1 hour, 15 minutes

1 hour. 15 minutes

1 hour, 30 minutes

M a r k s

40

65

65

65

Examination format for combined science

Weighting for assessment objectives

A . Knowledge with understanding, approximately 64 per cent of the marks, with approximately 30 per cent allocated to recall.


194

Apéndices

Scheme of assessment:

Candidates are to enter for Paper 1 and 2

Paper

1

2

Type of Paper

Multiple choice

Theory

Duration

1 hour

2 hours, 15 minutes

Marks

40

100

195


Annex A4 Examination results for B C G C E ' O ' level

Chemistry 1991-1994

Year

Government

Non Government

National

Grade A

Govt.

N.Govt.

National

Grade B

Govt.

N.Govt

National

Grade C

Govt.

N . Govt.

National

Grade (A-C)

Govt.

N.Govt.

National

Grade (D)

Govt.

N.Govt

National

Grade (E)

Govt.

N.Govt.

National

Overall pass

Govt.

N.Govt

National

Overall fail

Govt.

N.Govt

National

1991

Cand.

571

148

719

41

14

55

98

45

143

128

33

161

267

92

359

100

19

119

112

14

126

479

125

604

92

23

115

%

7.2

9.5

7.6

17.2

30.4

19.9

22.4

22.3

22.4

46.8

62.2

49.9

17.5

12.8

16.6

19.6

9.5

17.5

83.9

84.5

84.0

16.1

15.5

16

1992

Cand.

726

149

875

31

14

45

113

41

154

144

45

189

288

100

388

124

23

147

124

18

142

536

141

677

190

8

198

%

4.3

9.4

5.1

15.6

27.5

17.6

19.8

30.2

21.6

39.7

67.1

44.3

17.1

15.4

16.8

17.1

12.1

16.2

73.8

94.6

77.4

26.2

5.4

22.6

1993

Cand.

931

189

1 120

55

37

92

117

60

177

163

49

212

335

146

481

157

21

178

168

13

181

660

180

840

271

9

280

%

5.9

19.6

8.2

12.6

31.7

15.8

17.5

25.9

18.9

36.0

77.2

42.9

16.9

11.1

15.9

18.0

6.9

16.2

70.9

95.2

75.0

29.1

4.8

25.0

1994

Cand.

1 152

156

1 308

76

36

112

154

50

204

189

26

215

419

112

531

200

26

226

187

13

200

806

151

957

346

5

351

%

6.6

23.1

8.6

13.4

32.1

15.6

16.4

16.7

16.4

36.4

71.8

40.6

17.4

16.7

17.3

16.2

8.3

15.3

70.0

96.8

73.2

30.0

3.2

26.8

Source: Ministry of Education. Adapted from Examination Statistics of Brunei (1991-1994);


196

Apéndices

Annex A5 Examination results B C G C E ' O ' level

Physics 1991-1994

Year

Government

Non Government

National

Grade A

Govt.

N.Govt.

National

Grade B

Govt.

N.Govt

National

Grade C

Govt.

N.Govt.

National

Grade (A-C)

Govl.

N.Govl.

National

Grade (D)

Govt.

N.Govt

National

Grade (E)

Govt.

N.Govl.

National

Overall pass

Govt.

N.Govl

National

Overall fail

Govt.

N.Govt

National

1991

Cam).

516

182

698

29

12

41

86

49

135

95

50

145

210

111

321

133

29

162

85

28

113

428

168

596

88

14

102

%

5.6

6.6

5.9

16.7

26.9

19.3

18.4

27.5

20.8

40.7

61.0

46.0

25.8

15.9

23.2

16.5

15.4

16.2

82.9

92.3

85.4

17.1

7.7

14.6

1992

Cand.

554

153

707

28

10

38

71

42

113

110

39

149

209

91

300

133

34

167

121

14

135

463

139

602

91

14

105

%

5.1

6.5

5.4

12.8

27.5

16.0

19.9

25.5

21.1

37.7

59.5

42.4

24.0

22.2

23.6

21.8

9.2

19.1

83.6

90.8

85.1

16.4

9.2

14.9

1993

Cand.

717

193

910

26

16

42

77

60

137

96

41

137

199

117

316

107

32

139

141

23

164

447

172

619

270

21

291

%

3.6

8.3

4.6

10.7

31.1

15.1

13.4

21.2

15.1

27.8

60.6

34.7

14.9

16.6

15.3

19.7

11.9

18.0

62.3

89.1

68.0

37.7

10.9

32.0

1994

Cand.

905

174

1079

43

23

66

147

61

208

145

32

177

335

116

451

159

28

187

152

16

168

646

160

806

259

14

273

%

4.8

13.2

6.1

16.2

35.1

19.3

16.0

18.4

16.4

37.0

66.7

41.8

17.6

16.1

17.3

16.8

9.2

15.6

71.4

92.0

74.7

28.6

8.0

25.3

Source: Ministry of Education. Adapted from Examination Statistics of Brunei (1991-1994), unpublished statistics.

197



Double science (chemistry and biology) 1991-1994

Year

Government

Non Government

National

Grade A

Govt.

N.Govt.

National

Grade B

Govt.

N.Govl

National

Grade C

Govt.

N.Govt.

National

Grade (A-C)

Govt.

N.Govt.

National

Grade(D)

Govt.

N.Govl

National

Grade (E)

Govt.

N.Govt.

National

Overall pass

Govt.

N.Govt

National

Overall fail

Govt.

N.Govl

National

1991

Cand.

325

9

334

0

0

0

2

3

5

13

3

16

15

6

21

36

1

37

33 • >

35

84

9

593

241

0

241

%

0.0

0.0

0.0

0.6

33.3

1.5

4.0

33.3

4.8

4.6

66.7

6.3

111

11.1

11.1

10.2

22.2

10.5

25.8

100.0

27.8

74.2

0.0

72.2

1992

C a n d .

333

7

340

0

0

0

3

1

4

20

-) 22

23

3

26

28

0

28

25 2

27

76

5

81

257 2

259

%

0.0

0.0

0.0

0.9

14.3

1.2

6.0

28.6

6.5

6.9

42.9

7.6

8.4

0.0

8.2

7.5

28.6

7.9

22.8

71.4

23.8

77.2

28.6

76.2

1993

Cand.

259

15

274

0

0

0

1

3

4

3

4

7

4

7

11

10

3

13

18

1

19

32

11

43

227

4

231

%

0.0

0.0

0.0

0.4

20.0

1.5

1.2

26.7

2.6

1.5

46.7

4.0

3.9

20.0

4.7

6.9

6.7

6.9

12.4

73.3

15.7

87.6

26.7

84.3

1994

Cand.

515

5

520

0

0

0

10

0

10

30

32

40 2

42

37

2

39

67

1

68

144

5

149

371

0

371

%

0.0

0.0

0.0

1.9

0.0

1.9

5.8

40.0

6.2

7.8

40.0

8.1

7.2

40.0

7.5

13.0

20.0

13.1

28.0

100.0

28.7

72.0

0.0

71.3

Source: Ministry of Education. Adapted from Examination Statistics of Brunei ( 1991-1994), unpublished statistics.

198

Apéndices

Annex A7 Examination results for B C G C E ' O ' level

Double science (physics and biology) 1991-1994

Year

Government

Non Government

National

Grade (A-C)

Govt.

N.Govt.

National

Grade (D)

Govt.

N.Govt

National

Grade (E)

Govt.

N.Govt.

National

Overall pass

Govt.

N.Govt

National

Overall fail

Govt.

N.Govt

National

1991

Cand.

35

35

0

0

1

1

0

0

1

1

34

34

%

0.0

0.0

2.9

2.9

0.0

0.0

2.9

2.9

97.1

97.1

1992

Cand.

35

35

0

0

0

0

3

3

3

3

32

32

%

0.0

0.0

0.0

0.0

8.6

8.6

8.6

8.6

91.4

91.4

1993

Cand.

10

10

0

0

0

0

0

0

0

0

10

10

%

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

100

100

1994

Cand.

19

19

0

0

3

3

3

3

3

3

16

16

%

0.0

0.0

0.0

0.0

15.8

15.8

15.8

15.8

84.2

84.2

Source : Ministry of Education. Adapted from Examination Statistics of Brunei (1991-1994), unpublished statistics.

199



Double science (physics and chemistry) 1991-1994

Year

Government

Non Government

National

Grade (A-C)

Govt.

N.Govt.

National

Grade (D)

Govt.

N.Govt

National

Grade (E)

Govt.

N.Govt.

National

Overall pass

Govt.

N.Govt

National

Overall fail

Govt.

N.Govt

National

1991

Cand.

369

369

28

28

30

30

62

62

120

120

249

249

%

7.6

7.6

8.1

8.1

16.8

16.8

32.5

32.5

67.5

67.5

1992

Cand.

340

340

21

21

24

24

3

3

114

114

226

226

%

6.2

6.2

7.1

7.1

20.3

20.3

33.5

33.5

66.5

66.5

1993

Cam!.

347

347

25

25

24

24

43

43

92

92

255

255

%

7.2

7.2

6.9

6.9

12.4

12.4

26.5

26.5

73.5

73.5

1994

Cand.

446

446

19

19

31

31

74

74

124

124

322

322

%

4.3

4.3

7.0

7.0

16.6

16.6

27.8

27.8

72.2

72.2

Source: Ministry of Education. Adapted from Examination Statistics of Brunei ( 1991-1994),


200

Apéndices


Combined science 1991-1994

Year

Government

Non Government

National

Grade A

Govt.

N.Govt.

National

Grade B

Govt.

N.Govt

National

Grade C

Govt.

N.Govt.

National

Grade (A-C)

Govt.

N.Govl.

National

Grade (D)

Govt.

N.Govt

National

Grade (E)

Govt.

N.Govt.

National

Overall pass

Govt.

N.Govt

National

Overall fail

Govt.

N.Govt

National

1991

Cand.

529

46

575

1

1 2

4

14

18

29

15

44

34

30

64

89

13

102

221

3

224

344

46

390

185

0

185

%

0.2

2.2

0.3

0.8

30.4

3.1

5.5

32.6

7.7

6.4

65.2

11.1

16.8

28.3

17.7

41.8

6.5

39.0

65.0

100

67.8

35.0

0.0

32.2

1992

Cand.

644

47

691

0

6

6

4

12

16

20

19

39

24

37

61

71

6

77

236

4

240

331

47

378

313

0

313

%

0.0

12.8

0.9

0.6

25.5

2.3

3.1

40.4

5.6

3.7

78.7

8.8

10.9

12.8

11.1

36.4

8.5

34.9

51.0

100

54.3

49.0

0,0

45.7

1993

Cand.

668

69

737

1

5

6

5

11

16

51

17

68

57

33

90

90

17

107

172

14

186

319

64

383

349

5

354

%

0.1

7.2

0.8

0.7

15.9

2.2

7.6

24.6

9.2

8.5

47.8

12.2

13.5

24.6

14.5

25.7

20.3

25.2

47.8

92.8

52.0

52.2

7.2

48.0

1994

Cand.%

419

64

483

0

0

0

3

7

10

34

24

58

37

31

68

53

22

75

102

9

111

192

62

254

T > 7

2

229

%

0.0

0.0

0.0

0.7

10.9

2.1

8.1

37.5

12.0

8.8

48.4

14.1

12.6

34.4

15.5

24.3

14.1

23.0

45.8

96.9

52.6

54.2

3.1

47.4

Source: Ministry of Education. Adapted from Examination Statistics of Brunei ( 1991-1994), unpublished statistics.

201

Annex AlO Examination results B C G C E ' O ' level

Human and social biology 1991-1994

Vear

Government

Non Government

National

Grade A

Govt.

N.Govt.

National

Grade B

Govt.

N.Govt

National

Grade C

Govl.

N.Govt.

National

Grade (A-C)

Govt.

N.Govt.

National

Grade (D)

Govt.

N.Govt

National

Grade (E)

Govl.

N.Govi.

National

Overall pass

Govt.

N.Govt

National

Overall fail

Govl.

N.Govt

National

1991

Cand.

182

140

322

4

12

16

19

28

47

29

26

55

52

66

118

19

16

35

23

15

38

94

97

191

88

43

131

%

2.2

8.6

5.0

10.4

20.0

14.6

15.9

18.6

17.1

28.6

47.1

36.6

10.4

11.4

10.9

12.6

10.7

11.8

51.6

69.3

59.3

48.4

30.7

40.7

1992

Cand.

145

136

281

2

18

20

8

33

41

15

32

47

25

83

108

15

9

24

15

14

29

55

106

161

90

30

120

%

1.4

13.2

7.1

5.5

24.3

14.6

10.3

23.5

16.7

17.2

61.0

38.4

10.3

6.6

8.5

10.3

10.3

10.3

37.9

77.9

57.3

62.1

22.1

42.7

1993

Cand.

118

194

312

0

15

15

4

29

33

8

31

39

12

75

87

8

18

26

8

27

35

28

120

148

90

74

164

%

0.0

7.7

4.8

3.4

14.9

10.6

6.8

16.0

12.5

10.2

38.7

27.9

6.8

9.3

8.3

6.8

13.9

11.2

23.7

61.9

47.4

76.3

38.1

52.6

1994

Cand.

25

176

201

0

14

14

2

32

34

3

42

45

5

88

93

0

17

17

6

20

26

11

125

136

14

51

65

%

0.0

8.0

7.0

8.0

18.2

16.9

12.0

23.9

22.4

20.0

50.0

46.3

0.0

9.7

8.5

24.0

11.4

12.9

44.0

71.0

67.7

56.0

29.0

32.3

Source: Ministry of Education. Adapted from Examination Statistics of Brunei (1991-1994), References

202

References

Education Department Brunei, Curriculum and Textbook Unit, 'Integrated

science syllabus for lower-secondary schools (Forms I-III)'.

Kementerian Pendidikan Negara Brunei Darussalam, Jabatan Perkembangan

Kurikulum. 1990. 'Science Syllabus Upper Primary'.

Ministry of Education. 1993. Brunei Darussalam, Department of Planning,

Development and Research, 'Educational Statistics, 1993'.

Ministry of Education. 1993. 'Brunei Darussalam - System of Education'.

Nor Hamidah bt. Hj. Hamidon. 1995. 'Laporan Kajian Berhubung Dengan

Penyaluran Pelajar-Pelajar Menengah Atas Di Sekolah-Sekolah-Sekolah

Menengah Negera Brunei Darussalam'. Report of the study on streaming

of secondary school students in Brunei Darussalam - unpublished.

Sharifah Maimunah bte. Syed Zin and Keith M . Lewin (Eds.). 1993. 'Insights

into science education: planning and policy priorities in Malaysia'.

Paris: UNESCO/International Institute for Educational Planning.

Taylor, Robert H . (Ed.). 1991. 'Asia and the Pacific'. N e w York.

University of Cambridge Local Examinations Syndicate, 'Chemistry G C E Ordinary Level School Certificate'.

203

University of Cambridge Local Examinations Syndicate, 'Biology G C E

Ordinary Level School Certificate'.

University of Cambridge Local Examinations Syndicate, 'Physics G C E Ordinary Level School Certificate'.

University of Cambridge Local Examinations Syndicate, 'Double Science-G C E Ordinary Level School Certificate'.

University of Cambridge Local Examinations Syndicate, 'Combined Science G C E Ordinary Level School Certificate'.

University of Cambridge Local Examinations Syndicate, ' H u m a n and Social

Biology G C E Ordinary Level School Certificate'.

204

List of tables

Chapter 2

Table 1. Enrolment in government primary and secondary schools, 1994 23

Table 2. Enrolment in non-government primary and secondary schools, 1994 24

Table 3. Enrolment in primary schools by year and sex, 1984-1994 25

Table 4 . Enrolment in secondary schools by year and sex, 1984-1994 26

Table 5a. Enrolment in government secondary school by year, level and sex, 1984-1994 27

Table 5b. Enrolment in non-government secondary schools by year, level and sex, 1984-1994 28

Table 6. Upper secondary enrolment by stream and year 1990-1995 29

Table 7. Upper secondary enrolment by stream and nationality 1994-1995 30

Table 8. Upper secondary science stream enrolment in government schools by years 1990-1994 31

Table 9. Promotion and transition rates 33

205

Table 10. Analysis of the B J C E results (1990-1994) in integrated science by grade 40

Table 11. Format of examination for integrated science 41

Table 12. Examination results of the various science subjects 43

Table 13. Performance of students in the pure science subjects 1992-1994 44

Chapter 3

Table 1. Enrolment in Menengah Atas 5 and Pre-university 2, 1994 54

Table 2. Science-related Programme 57

Table 3. Enrolment of students taking science-related courses in various local institutions (1994) 60

Table 4 . Major career streams in Royal Brunei Airlines 64

Table 5. Estimated labour force requirement 1991-2011 65

Table 6. Professional and related workers by major industrial divisions and residential status (1993). 65

Table 7. Technicians, associate professionals and related workers by major industrial division and residential status (1993) 67

Table 8. School leavers by education level, 1991-2011. 67

Table 9. Manpower required in science-based occupations. 68

Table 10. Level of education required. 69

206

Chapter 4

Table 1. Distribution of sample by district, type of school, level, size and performance in B J C E (1994) 74

Table 2. Main characteristics of principals 76

Table 3. Main characteristics of teacher sample 77

Table 4 . Structure of case-study instruments 80

Table 5. Profiles of case-study schools 82

Table 6. Science teachers' profile in case studies by subject specialization 84

Table 7. Enrolment of students in science at M A and P U (Upper and post-secondary) level in the sample schools (1995 and 1996) 85

Table 8. Science and arts enrolment in M A 4 - P U 2 (upper sec. 4 -pre-university 2) in sample schools (1996) 85

Table 9. Enrolment in the science stream in sample school by sex (1995 and 1996) 86

Table 10. Transition and repetition rates in sample schools at the B J C E level(1995/1996) 92

Table 11. Profiles of science teachers in sample schools 94

Table 12. Profile of science teachers by qualification 96

Table 13. Profile of teachers by major subject trained to teach 97

207

Table 14. Subject taught by first major trained to teach 99

Table 15. Number of teachers attending science in-service courses 103

Table 16. Teachers' views on the usefulness of in-service courses 104

Table 17. Membership in the Brunei Association of Science

Education by age and sex 105

Table 18. Teachers' response to items concerning science education 107

Table 19. Frequency of materials used when preparing lessons 108

Table 20. Number of science practicáis by level 109

Table 21. Number of demonstration, group and individual practicáis 111

Table 22. Teachers' opinions on issues relating to practicáis 112

Table 23. Frequency of class work and homework assignments 116

Table 24. Perception of teachers on the seriousness of problems in the learning of science 117

Table 25. Perception of principals on the seriousness of problems in the learning of science 119

Table 26. Difficult topics 122

Table 27. Performance in integrated science at the B J C E level, 1990-1994 125

Table 28. Performance in English language at B J C E level, 1990-1994 127

208

Table 29. Analysis of B J C E results for integrated science

in School 1 (1993-1995) 128

Table 30. Examination results of B C G C E ' O ' level biology, 1991-1994 130

Table 31. Frequency of written tests by school performance 132

Table 32. Types of test questions set. 134

Table 33. Sources of test questions. 135

Table 34. Time taken to prepare students for examination 136

Table 35. Frequency of preparatory activities for public examinations 137

Table 36. Number of times teachers were observed in the last two years prior to survey 140

Table 37. Persons who observed science teachers most frequently for the last two years 141

Table 38. Sources of advice when teachers encounter problems 142

Table 39. Science departments subject/committee meetings 144

Table 40. Frequency of visits to the nearest resource centre 145

Table 41. Frequency of problems in undertaking field trips 147

Table 42. Teachers' perception of adequacy of various facilities for teaching science 150

209

Table 43. Teachers' responses on the availability of science equipment

and apparatus 154

Table 44. Teachers' views on the usefulness of textbooks and workbooks. 158

210

H E P Publications and Documents

More than 1,200 titles on all aspects of educational planning have been published

by the International Institute for Educational Planning. A comprehensive catalogue,

giving details of their availability, includes research reports, case studies, seminar

documents, training materials, occasional papers and reference books in the following

subject categories:

Economics of education, costs and financing.

Manpower and employment.

Demographic studies.

Location of schools (school map) and micro-planning.

Administration and management.

Curriculum development and evaluation.

Educational technology.

Primary, secondary and higher education.

Vocational and technical education.

Non-formal, out-of-school, adult and rural education.

Disadvantaged groups.

Copies of the catalogue m a y be obtained from IIEP Publications on request.

The International Institute for Educational Planning

The International Institute for Educational Planning (HEP) is an international centre for advanced training and research in the field of educational planning. It was established by U N E S C O in 1963 and is financed by U N E S C O and by voluntary contributions from M e m b e r States. In recent years the following M e m b e r States have provided voluntary contributions to the Institute: Denmark, Germany, Iceland, India, Ireland, Norway, Sweden, Switzerland and Venezuela.

The Institute's aim is to contribute to the development of education throughout the world, by expanding both knowledge and the supply of competent professionals in the field of educational planning. In this endeavour the Institute co-operates with interested training and research organizations in M e m b e r Slates. The Governing Board of the HEP, which approves the Institute's programme and budget, consists of a m a x i m u m of eight elected members and four members designated by the United Nations Organization and certain of its specialized agencies and institutes.

Chairman: Lennart Wohlgemuth (Sweden)

Director, The Nordic Africa Institute, Uppsala, Sweden.

Designated Members: David de Ferranti

Vice President, Latin America and Caribbean Region, The World Bank, Washington, U S A . Carlos Fortin

Deputy to the Secretary-General, United Nations Conference on Trade and Development

( U N C T A D ) , Geneva, Switzerland. Miriam J. HIRSCHFELD

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Jeggan SENGHOR Director, African Institute for Economic Development and Planning (IDEP), Dakar, Senegal.

Elected Members :

Dato'Asiah bt. Abu Samah (Malaysia) Corporate Adviser, Lang Education, Land and General Berhad, Kuala Lumpur, Malaysia.

Klaus Hiifner (Germany) Professor, Freie Universität Berlin, Berlin, Germany.

Faiza Kefi (Tunisia) Minister of the Environment, Ariana, Tunisia.

Tamas Kozma (Hungary) Director-General, Hungarian Institute for Educational Research, Budapest, Hungary.

Teboho Moja (South Africa) Visiting Professor, N e w York University, N e w York, U S A .

Yolanda M. Rojas (Costa Rica) Professor, University of Costa Rica, San José, Costa Rica.

Michel Vernières (France) Professor, University of Paris I, Panthéon-Sorbonne, Paris, France.

Inquiries about the Institute should be addressed to : The Office of the Director, International Institute for Educational Planning,

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The book

The development of science and technology is crucial for the modernization and

growth of economic and social systems in m a n y countries. Keeping abreast of

technological advances requires a workforce with the right scientific knowledge

and skills. It is not surprizing, then, that one of the main issues facing many

governments is whether the products of the school system are able to meet

national manpower requirements in science-related fields both in terms of quantity

and quality. To what extent is the provision for science education in schools

meeting the desired expectations, and have objectives at the school level been

met in practice?

Brunei Darussalam's concern is similar to that faced by other countries.The

country's economy rests mainly on its major reserves of petroleum and natural

gas and the nature of work requires personnel with scientific skills and knowledge.

This study focuses on three basic areas: Firstly, what are the main characteristics

of the provision of science education at primary and secondary level with emphasis

on general secondary level? Secondly, what are the flows of students through

the system, and through special science education streams and h o w are these

articulated with national policy priorities? A n d lastly, what can be understood

from current patterns of achievement and participation at school and further

educational level about the impact of investment on hum a n resource development

in science?

The ultimate aim of the study is to examine the flows of students studying the

various types of science education. Through identification of the strengths and

weaknesses of current arrangements, the study hopes to provide indications for

further developments which the government m a y want to take towards enhancing

quality, access and efficiency of the provision of science education.

The author

Sharifah Maimunah bt. Syed Zin is Director of the Curriculum Development Centre,

Ministry of Education, Malaysia. She has worked in the areas of curriculum

development and implementation, educational research and evaluation as well as

special education. She is co-editor of the H E P publication Insights into Science

Education: planning and policy priorities in Malaysia.

Working document

International Institute for Educational Planning

7-9, rue Eugène-Delacroix, 75116 Paris, France

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