In 2005 the National Education System Review Committee was formed with the mandate to review and make improvements to the education system. The Committee recommended that the education system be improved and fine-tuned, and aligned with the Ministry of Education Strategic Plan 2007–2011. To differentiate this incoming new development from the current system, the new education system was named the Sistem Pendidikan Negara Abad Ke 21 or SPN 21 (National Education System for the Twenty-first Century).
SPN 21 was introduced in 2009 and is expected to come into full implementation in 2012 covering all levels of the school system. The scope of the
SPN 21 structure takes into consideration key aspects of quality education for nation building and human capital development. It aims to achieve quality education through the provision of a balanced, relevant and differentiated curriculum which is benchmarked against creditable quality assurance or assessment systems of international standards. An important intention of the SPN 21 structure is to fit the system to the students rather than the other way round, allowing highly capable students the opportunity to complete their secondary education in a shorter period of time (four years).
The goal of the SPN 21 curriculum is based on the premise that the individual student learner is at the centre of all the teaching and learning. The curriculum model aims to provide: an all-round development of the individual; opportunities to enhance individual strengths and abilities; and a well-balanced education which allows students to draw on a wide range of knowledge areas and learning experiences. The SPN 21 curriculum paves the way for a smooth transition and continuous curriculum from preschool to primary and secondary levels of schooling in a developmentally appropriate setting.
The SPN 21 curriculum is broad, balanced and relevant, and provides for differentiated learning experiences. It takes into account each individual’s strengths and capabilities whilst making provision for progression and continuity. It is intended to be responsive to the changes in the society and the economy, and will lead students towards lifelong learning. The SPN 21 curriculum places the learner at the heart of teaching and learning process based on an appreciation of the students’ individual needs. Optimal opportunities will be provided to accelerate individuals who can progress faster whereas special guidance will be given to individuals who need learning support.
The SPN21 curriculum framework provides an overview of the curriculum design. It is built upon a commitment to the vision and mission of the Ministry of Education that learning is continuous and that the essential purpose of schooling is to nurture well rounded students, raise school improvement, develop lifelong learning skills and prepare students with valuable and marketable skills. The differentiated curriculum comprises eight key learning areas. The key learning areas provide the platform and broad knowledge domain for the development of knowledge, skills and values. The learning areas are: languages; mathematics; sciences; humanities and social sciences; arts and culture; technology; Islamic religious knowledge and Malay Islamic Monarchy; health and physical education. Furthermore, the framework contemplates the inclusion of ICT and entrepreneurship across the curriculum, co- curriculum and the community involvement programme.
All the key learning areas aim at nurturing learners so that they become intellectually, spiritually, emotionally and physically balanced individuals. The delineation of the key learning areas has taken into account the cultural, socio- economic and technological needs of Brunei Darussalam. Subjects are derived from these learning areas for three levels (preschool, primary and secondary). The key learning areas have provided the structure for organizing the curriculum into several sections: subjects, modules, and project works across the learning areas.
The curriculum as an entire planned learning experience is underpinned by a broad set of common values and purposes. All students need appropriate knowledge and understanding and the acquisition of essential skills and values to participate and prosper in a changing world and in the new millennium. Knowledge and understanding covers the content-based subject disciplines to ensure students have a good foundation in content across different areas of studies. The essential skills have been identified as the skills for the 21st century that when combined with relevant knowledge and the inculcation of proper attitudes and values, will provide the basis for lifelong learning and employability in a progressive and challenging world. The essential skills include: communication (combining the four components of listening, speaking, reading, and writing); numeracy; ICTs; thinking and problem-solving skills; s