Brunei Darussalam: Towards Reform and Sustainable Progress

Summary

Introduction

The year 2004, marking the 20^th anniversary of Brunei's independence, signalled unexpected change as the Legislative Council was reinstated after being suspended since 1984. The performance of the economy was lacklustre despite record oil prices. However, the country continued to enjoy peace and stability. The event of the year that most occupied public and media attention was the royal wedding of the Crown Prince.

Human Development

Brunei's quality of life was considered to be on par, if not better, than that attained by some developed countries. The United Nations Development Programme (UNDP) ranked Brunei 33^rd among 177 nations on its Human Development Index of 2004 (which took into consideration indices of per capita income, literacy and enrolment in educational institutions, and life expectancy), while in ASEAN, Brunei was ranked 2^nd after Singapore.

Education

Brunei scored relatively high in enrolment in educational institutions and literacy rates, surpassing levels attained by some developed countries. Significant efforts have been made to increase resources, broaden access to schools and improve gender parity. Brunei's compulsory education between the ages of 5 and 16 reflected the benefits of the learning opportunities in early childhood that promoted subsequent achievement in school and further lifelong learning.

The national schooling structure was in the process of being revamped with the implementation of a pilot scheme of an integrated education system. Since 3 January 2004, a total of 37 government primary schools went for whole day schooling in which pupils in Pre-School, Primaries 1, 2, and 3 were taking either Islamic Education or Extended Civics, and Arabic Language. In this scheme, Arabic Language became a compulsory subject, while Islamic Education was compulsory for all Muslim pupils. Non-Muslim pupils would be provided with the option of studying either Islamic Education or Extended Civics. Previously, children had their secular education in single session government and private schools in the morning, and many then went to religious schools in the afternoon for religious education.