science education provision in secondary schools -...
TRANSCRIPT
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education provision in secondary schools in Brunei Darussalam
• 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
Science education provision in secondary schools in Brunei Darussalam
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in Brunei Darussalam: an overview
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in Brunei Darussalam: an overview
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in Brunei Darussalam: an overview
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in Brunei Darussalam: an overview
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
Source: Ministry of Education. Adapted from various sources.
27
Science education provision in secondary schools in Brunei Darussalam
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
Source: Ministry of Education. Adapted from various sources.
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 education in Brunei Darussalam: an overview
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
Source: Ministry of Education. Adapted from various sources.
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
Science education provision in secondary schools in Brunei Darussalam
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.
Source: Ministry of Education. Adapted from various sources.
The pattern of increase/decrease of pupils enrolled in the science stream in government schools can be seen in Table 8.
30
Science education in Brunei Darussalam: an overview
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in Brunei Darussalam: an overview
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in Brunei Darussalam: an overview
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
Science education provision in secondary schools in Brunei Darussalam
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.
Science education in Brunei Darussalam: an overview
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in Brunei Darussalam: an overview
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in Brunei Darussalam: an overview
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in Brunei Darussalam: an overview
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in Brunei Darussalam: an overview
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in Brunei Darussalam: an overview
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in Brunei Darussalam: an overview
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education provision in secondary schools in Brunei Darussalam
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
Source: Ministry of Education. Adapted from various sources.
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
The supply of and demand for science school leavers
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
Science education provision in secondary schools in Brunei Darussalam
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
The supply of and demand for science school leavers
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
Electrical and electronic
engineering (Communication)
Electrical and electronic
engineering (Radio, T V and
electronic)
D . Science
Science
Level
Pre-National Diploma
Pre-National Diploma
National Diploma
Certificate
Certificate
Pre-Nalional Diploma
National Diploma
National Diploma
National Diploma
onic
Pre-National Diploma and
National Diploma
Pre-National Diploma
National Diploma
Pre-National Diploma
National Diploma
Pre-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
Source: Ministry of Education. Adapted from various sources.
57
Science education provision in secondary schools in Brunei Darussalam
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
The supply of and demand for science school leavers
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
Science education provision in secondary schools in Brunei Darussalam
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
Source: Ministry of Education. Adapted from various sources.
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
The supply of and demand for science school leavers
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
Science education provision in secondary schools in Brunei Darussalam
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
The supply of and demand for science school leavers
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
Science education provision in secondary schools in Brunei Darussalam
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
The supply of and demand for science school leavers
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
Science education provision in secondary schools in Brunei Darussalam
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
The supply of and demand for science school leavers
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
Science education provision in secondary schools in Brunei Darussalam
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
The supply of and demand for science school leavers
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
Science education provision in secondary schools in Brunei Darussalam
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
The supply of and demand for science school leavers
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in practice
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
Science education provision in secondary schools in Brunei Darussalam
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.
76
Science education in practice
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in practice
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:
79
Science education provision in secondary schools in Brunei Darussalam
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.
80
Science education in practice
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.
81
Science education provision in secondary schools in Brunei Darussalam
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
Science education in practice
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
Science education provision in secondary schools in Brunei Darussalam
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
->
Source: Case-study Data.
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
Science education in practice
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
Science education provision in secondary schools in Brunei Darussalam
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
Source: Survey Data: Principals' Questionnaire.
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
Science education in practice
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in practice
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in practice
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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Science education provision in secondary schools in Brunei Darussalam
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
Source: Survey Data: Principals' Questionnaire.
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
Science education in practice
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.
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Science education provision in secondary schools in Brunei Darussalam
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
Source: Survey Data: Science Teachers' Questionnaire.
Science education in practice
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.
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Science education provision in secondary schools in Brunei Darussalam
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 Education
Bachelor of Engineering
Others
Professional qualification
None
Certificate in Teaching
Diploma in Education
Bachelor of 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 (%)
Source: Survey Data: Science Teachers' Questionnaire.
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Science education in practice
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
Source: Survey Data: Science Teachers' Questionnaire.
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
97
Science education provision in secondary schools in Brunei Darussalam
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
Science education in practice
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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Science education provision in secondary schools in Brunei Darussalam
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
Source: Survey Data: Science Teachers' Questionnaire.
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.
100
Science education in practice
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.
101
Science education provision in secondary schools in Brunei Darussalam
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.
102
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
Source: Survey Data: Science Teachers' Questionnaire.
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.
103
Science education provision in secondary schools in Brunei Darussalam
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
Source: Survey Data: Science Teachers' Questionnaire.
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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Science education in practice
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
Source: Survey Data: Science Teachers' Questionnaire.
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in practice
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
Source: Survey Data: Science Teachers' Questionnaire.
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Science education provision in secondary schools in Brunei Darussalam
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
Source: Survey Data: Science Teachers' Questionnaire.
108
Science education in practice
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
Source: Survey Data: Science Teachers' Questionnaire.
Practicáis are mostly conducted in the morning, but 10.3 per cent of teachers said they do conduct practicáis outside the school hours.
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Science education provision in secondary schools in Brunei Darussalam
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
Science education in practice
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
Source: Survey Data: Science Teachers' Questionnaire.
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
Science education provision in secondary schools in Brunei Darussalam
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
Source: Survey Data: Science Teachers' Questionnaire.
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
Science education in practice
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in practice
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
Science education provision in secondary schools in Brunei Darussalam
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
Source: Survey Data: Science Teachers' Questionnaire.
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 education in practice
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in practice
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
Source: Survey Data: Science Teachers' Questionnaire.
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in practice
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
Science education provision in secondary schools in Brunei Darussalam
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
Source: Survey Data: Science Teachers' Questionnaire.
122
Science education in practice
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in practice
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 2 Govt. N.Govl. National
Grade 3 Govt. N.Govt. National
Grade 4 Govt. N.Govt. National
Grade 5 Govt. N.Govl. National
Grade 6 Govt. N.Govt. National
Grade 7 Govt. N.Govl. National
Grade 8 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
Science education provision in secondary schools in Brunei Danissalam
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
Science education in practice
Table 28. Performance in English language at B J C E level, 1990-1994
Year
Govt. N. Govt. National
Grade 1 Govt. N.Govt. National
Grade 2 Govt. N.Govt. National
Grade 3 Govt. N.Govt. National
Grade 4 Govt. N.Govt. National
Grade 5 Govt. N.Govt. National
Grade 6 Govt. N.Govt. National
Grade 7 Govt. N.Govt. National
Grade 8 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
Science education provision in secondary schools in Brunei Darussalam
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
Source: Case-study Data.
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
Science education in practice
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
Science education provision in secondary schools in Brunei Darussalam
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);
unpublished statistics.
130
Science education in practice
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
Science education provision in secondary schools in Brunei Darussalam
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
Source: Survey Data: Science Teachers' Questionnaire.
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
Science education in practice
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.
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Science education provision in secondary schools in Brunei Darussalam
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
Science education in practice
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
Source: Survey Data: Science Teachers' Questionnaire.
135
Science education provision in secondary schools in Brunei Darussalam
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
Source: Survey Data: Science Teachers' Questionnaire.
136
Science education in practice
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
Source: Survey Data: Science Teachers' Questionnaire.
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in practice
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education in practice
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
Source: Survey Data: Science Teachers' Questionnaire.
141
Science education provision in secondary schools in Brunei Darussalam
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
Source: Survey Data: Science Teachers' Questionnaire.
142
Science education in practice
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
Science education provision in secondary schools in Brunei Darussalam
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
Source: Survey Data: Science Teachers' Questionnaire.
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
Science education in practice
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
Source: Survey Data: Science Teachers' Questionnaire.
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
Science education provision in secondary schools in Brunei Darussalam
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 education in practice
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
Source: Survey Data: Science Teachers' Questionnaire.
147
Science education provision in secondary schools in Brunei Darussalam
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
Science education in practice
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
Science education provision in secondary schools in Brunei Darussalam
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
Source: Survey Data: Science Teachers' Questionnaire.
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
Science education in practice
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
Science education in practice
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 d e m o . Suff.for prac.
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.
N.Available Suff.for d e m o . Suff.for prac.
N.Available Suff.for d e m o . Suff.for prac.
N.Available Suff.for d e m o . Suff. for prac.
N.Available Suff.for d e m o . Suff. for prac.
N.Available Suff.for d e m o . 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
Science education in practice
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 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.
N.Available Suff.for d e m o . Suff. for prac.
N . Available Suff.for d e m o . Suff.for prac.
N.Available Suff.for d e m o . Suff.for prac.
N.Available Suff.for demo. Suff.for prac.
N.Available Suff.for demo. Suff.for prac.
N.Available Suff.for demo. Suff.for prac.
N.Available Suff.for demo. Suff.for prac.
N.Available Suff.for demo. Suff.for prac.
N.Available Suff.for d e m o . Suff.for prac.
N.Available Suff.for d e m o . Suff.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
Source: Survey Data: Science Teachers' Questionnaire.
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
Science education in practice
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
Science education provision in secondary schools in Brunei Darussalam
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
Source: Survey Data: Science Teachers' Questionnaire.
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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
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Science education provision in secondary schools in Brunei Darussalam
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
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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
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Science education provision in secondary schools in Brunei Darussalam
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
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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.
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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.
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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
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Implication for policies and planning
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.
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Science education provision in secondary schools in Brunei Darussalam
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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Implication for policies and planning
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,
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Science education provision in secondary schools in Brunei Darussalam
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
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Implication for policies and planning
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.
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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
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Implication for policies and planning
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
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Science education provision in secondary schools in Brunei Darussalam
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
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Implication for policies and planning
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.
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Science education provision in secondary schools in Brunei Danissalam
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.
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Implication for policies and planning
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
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Science education provision in secondary schools in Brunei Darussalam
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.
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Implication for policies and planning
• 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
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Science education provision in secondary schools in Brunei Danissalam
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.
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Implication for policies and planning
• 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.
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Science education provision in secondary schools in Brunei Darussalam
• 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.
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Implication for policies and planning
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
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Science education provision in secondary schools in Brunei Darussalam
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
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Implication for policies and planning
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
Science education provision in secondary schools in Brunei Darussalam
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
Implication for policies and planning
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
Science education provision in secondary schools in Brunei Darussalam
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
Science education provision in secondary schools in Brunei Darussalam
The chemistry paper is similar to the biology paper, with the following weightings:
Weightings of assessment objectives:
Theory papers (Papers 1 and 2)
A . Knowledge with understanding, approximately 65 per cent of the marks, with approximately half allocated to recall.
B . Handling information, approximately 35 per cent of the marks.
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
Practical examination
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:
Theory papers (Papers 1 and 2)
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
Practical examination
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
Science education provision in secondary schools in Brunei Danissalam
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, approximately 35 per cent of the marks.
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.
B . Handling information, approximately 35 per cent of the marks.
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
Science education provision in secondary schools in Brunei Darussalam
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);
unpublished statistics.
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
Science education provision in secondary schools in Brunei Darussalam
Annex A6 Examination results B C G C E ' O ' level
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
Science education provision in secondary schools in Brunei Darussalam
Annex A8 Examination results B C G C E ' O ' level
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),
unpublished statistics.
200
Apéndices
Annex A9 Examination results B C G C E ' O ' level
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
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Disadvantaged groups.
Copies of the catalogue m a y be obtained from IIEP Publications on request.
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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
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