In the period leading up to its independence in 1984, Brunei developed four successive education policies from 1954 to 1984. The 1962 and 1972 policies faced challenges due to deteriorating relations with Malaysia, which impacted Brunei's efforts to implement Malay as the primary language of teaching. Prior to the formation of Malaysia, Brunei benefited from close educational collaboration with Malaya, but strained relations after Brunei's refusal to join Malaysia hindered the execution of these policies. This highlights how foreign political forces, rather than internal dynamics as seen in countries like Malaysia, India, and Sri Lanka, played a significant role in shaping the success or failure of Brunei's education programs.
Before 1950, Brunei's education system provided only basic education, with slow expansion due to prioritisation of economic development and other issues. Public awareness of the value of formal education was low, and the Malay educational system largely prepared students for low-status jobs, with the highest level being sixth grade. This limitation on educational opportunities hindered local youth from advancing and contributed to slower national progress. British officials intentionally maintained this restricted education program to preserve their control and prevent local youth from pursuing higher education and challenging the existing social and political structure.
Traditional education system Kampong Ayer, the ancient administrative centre, government, and Islamic culture in Brunei, is where traditional education got its start. Islamic teachings prior to 1906 were the main focus of early education programs offered via balai education systems in mosques and balai-balai (hall for study, communal prayer, hadrah, and religious studies). In the balai education system, students sit in a circle called "beliun," with the teacher positioned on the side ("siring"). The students gather daily after the Zuhr prayer for religious studies, focusing on Quran recitation. The duration for each topic is at the teacher's discretion, and students can request breaks if they feel tired ("singal").
Due to the shortage of educational resources in the old balai system of schooling, the teacher's capacity to communicate understanding was essential. Writing abilities and memorisation capacity were used to evaluate the success of the students. Local and international professors used literature on Sufism, Fiqh, Tauhid, Akhlak, and other Islamic disciplines to teach the students. With the arrival of the British Resident administration, Brunei saw the introduction of a dualistic educational system: the new non-religious system, which covered subjects like science and mathematics and functioned on their own of religious components in Malay, Chinese, and English schools, replaced the already present Islamic religious education system, which concentrated on religious studies.
Colonial influence and formal education system
Due to a shortage of professionals in the sector, the first Malay primary school was founded in 1914 with the intention of offering formal education, including instruction in basic reading and writing in Roman script. Because no dedicated structure had been constructed, this school temporary began operations in the mosque of Brunei Town. The mosque was the best location for educational activity at the time. at reality, teaching at the mosque will not only reassure parents that this new education system does not violate religious law, but it also pique their interest in allowing their kids to participate in the newly introduced education system.
At the time, there were thirty pupils, all of whom were male. The school was then relocated to the old building. The Brunei Town Malay school closed for a few weeks in 1915 as a result of the inability to find a suitable substitute for a deceased teacher. To house the current school, a school and teacher's residence were constructed in the same year. The old Lapau has been replaced with a new one, and the Front Hall with its stone pillars was then operational.
To provide more regular schooling for their children, the Chinese community in Brunei Town, also founded a Chinese school in 1916, located in a shophouse. There are 38 students enrolled in this institution as of right now. Mandarin is the language of instruction at this school. Children in Brunei receive an education in English schools in addition to their Islamic, Malay, and Chinese studies. Those who need an English education until the establishment of English government schools were forced to attend mission schools or travel overseas. The government sends students to Labuan who are enrolled in English-language schools abroad. Since 1919, this service has been made to two students annually. That went on until 1941.
Chung Hwa Middle School, the oldest Chinese school in Brunei today, was founded in 1922. A government-run English school was supposed to be established in Brunei in the 1920s, but the proposal was put on hold because of worries that pupils attending English schools—which are primarily supervised by Christian administrators—might be influenced by Christian doctrine. Bruneian wazir dignitaries consisting of Pengiran Bendahara Pengiran Anak Abdul Rahman, Pengiran Pemancha Pengiran Anak Muhammad Yassin and Pengiran Shahbandar Pengiran Anak Hashim, took the decision to start officially teaching religious topics at a Malay school at Jalan Pemancha, in 1931, realising the need of religious education. The first girls' school, the Raja Isteri Girls' High School (STPRI), was established in 1930.
Under the reign of Sultan Ahmad Tajuddin in 1940–1941, an Arabic religious school was founded as well, but the World War II interrupted. Meanwhile, propelled by the expansion of the oil sector, growth in education resumed with the opening of mission and private English schools, especially in the Belait District. Education during the Japanese occupation of Brunei was primarily concerned with teaching and learning Japanese. The infrastructure for education in this nation was destroyed at the same time as a result of the occupation. Following the Allied forces' liberation of Brunei in June 1945, the British Military Administration (BMA) took over the nation with the primary objective of reestablishing peace. Nearly all Chinese, Malay, and mission schools were reopened by the end of 1946. But because the educators had departed the country, the Arabic school was no longer in operation.
As a result of improvements made to its educational system, Brunei witnessed a notable rise in school enrolment by the end of 1947 when compared to pre-war levels. But a lot of the youth, especially girls, retained not going to school. Out of 7,778 Malay children aged 5 to 14, only 1,892 (24%), including 334 girls, had been accepted in the 24 Malay schools throughout the state, according to the 1947 population census. The parents' disapproval of formal education was a major contributing factor to the low attendance. There is a similar issue with student attendance in Kampong Ayer. In order to combat this, the government constructed Lela Menchanai Malay School (SMLM), in the center of this community in the 1950s, halfway between Kampong Lorong Sikuna and Kampong Saba.
When the Malay people in Brunei started to realise how important an English education was for improving their job opportunities, they raised concerns about mission schools' possible Christian influence. Kadi Besar and State Council member Pengiran Digadong Pengiran Anak Muhammad Salleh suggested that the government open its own English schools in order to remedy this. By making English education accessible to Malay youth, this proposal attempted to lessen dependency on mission schools and the religious influences they bring with them.
The Sultan Omar Ali Saifuddien College was the first government English school in Brunei, opened in October 1951. The government of Brunei took this action in response to concerns about influence of religion from mission schools and an increasing need for English education. Six boys and three girls from Malay schools made up the first batch. The opening of Anthony Abell College, a government English school in Seria, Belait District, in 1952 gave the local kids more educational options. Concurrent with these advancements were a growth in Chinese, Roman Catholic, and private English schools run by the British Malayan Petroleum Company (BMPC), with BMPC's Senior Staff School in Seria serving the children of European personnel.
1954 National Education Policy
In 1954, the Department of Education in Brunei published its official policy, which emphasised the importance of educated and talented personnel for the country's growth. This policy was in line with the country's first (RKN) from 1953 to 1958. The public and Sultan Omar Ali Saifuddien III exerted pressure for early independence, but there was also a significant drive for a structured educational system, particularly following World War II. Before Malaysia was reformed, the Bruneian community understood the value of formal education thanks to the influence of Malay professors from Sultan Idris Training College in Tanjong Malim, Perak. This led to the establishment of a link between Brunei and Malayan education systems.
The official education policy of Brunei was published in 1954 by the Department of Education, providing an explanation of the educational system. All Malay children were entitled to free education starting at age six under the scheme, which also featured options for vocational training and higher education. Students could choose to attend Malay, English, or vocational schools. It also provided financial support for Mission and Chinese schools, as well as adult literacy programs. This system resembled Malaya's but did not have Tamil schools, demonstrating the influence of Malayan education that the British introduced to Brunei.
Political parties and the general public both criticised the 1954 Education Policy, which sparked debate in the State Council. Government representatives resisted the 1962 proposal by an opposition council member for a national education strategy free from foreign influence, claiming that Brunei had established its own plan and that revisions would add to the government's workload. The British Education Officer acknowledged the progress made in setting up numerous schools and sending students overseas, but the policy was criticized for its narrow focus on offering opportunities for higher learning. As a result, the proposal was ultimately rejected by the council for lack of support from the majority.
Surprisingly the administration intended to draft a new in 1962, suggesting that the opposition's idea had garnered some traction. The Partai Rakyat Brunei (PRB), which was gaining traction by emphasising education as a major agenda item, had an impact on this decision. The government took the initiative to create a new policy with the goal of meeting the demands of the populace and limiting the party's power. This move was in line with broader nationalist initiatives in Malaya to elevate the national language and revitalize local cultural heritage.
The Bruneian government ended the country's mission schools' funding program in June 1959. The Sultan decided that it would not be appropriate for the government to keep funding Christian educational institutions because Brunei was a Muslim state. The Sultan's decision to cease funding the mission schools will not have an impact on Chinese schools in the state, which are granted a 50% subsidy by the government.
1962 National Education Policy