This study provides a comprehensive perspective of the transition to school in the South East Asian Sultanate of Brunei Darussalam. It is a cross-cultural, critical case study, grounded in qualitative research, which examines the school entrance policies, practices and procedures that are in place to assist children to make this significant transition in their lives. / Thesis (PhDEducation)--University of South Australia, 2002

Information systems, by nature, are open to interpretation from a number of viewpoints. This thesis emphasizes that information systems are not 'technical' systems that have behavioural and social consequences, they are 'social systems' that rely to an increasing extent on information technology for their functions. Hence any systems development methodologies used cannot deal simply with the problem of how one designs technically reliable and cost effective information systems. Instead it regards systems development as an example of multidimensional social change, the application of technology may not be a desirable solution to the situation. The choice of a development methodology should therefore take into account its sensitivity to the cultural, social, and political aspects of systems design. The aims of the thesis are three-fold. The first aim is to transform an idea or perception of needs into actionable drivers for change in a public sector organisation in Brunei Darussalam. The second aim is to identify and diagnose the problems associated with the management of information. Finally, the study aims to identify a suitable methodology that can be used to investigate a number of organisational issues. This work incorporates a practical case study of a problem situation at the Ministry of Religious Affairs, the sole government agency responsible for perpetuating and disseminating Islamic teaching in Brunei Darussalam. The methodology used to investigate the problem situation is Checkland's Soft System Methodology (SSM). This is well chosen as the case study deals with human activity systems that are not well defined. Systems intervention via a semi-structured and informal discussion interviews were used to identify the unstructured problem situation (stage 1) of the SSM. The SSM progressed through to the recommendation of actions that constitute culturally feasible and desirable change. In fact, although manual systems are less efficient and effective than their computer-based counterparts, they are preferred in the first instance. Only when the manual system has reached maturity should a computer-based replacement be considered.

Inclusive education is increasingly being accepted worldwide as the most appropriate means for the education of all children, including those with disabilities. The principle of inclusive education is based on the philosophy that mainstream educational provision should include all children and respond to individual needs. This, however, has profound implications for educators, education planners, and crucially teachers, as they are expected to be able to respond to increasingly diverse classrooms and schools. This research will examine how the Brunei Education system is attempting to respond to pupil diversity in terms of learning needs, by examining the views of policy makers, head teachers and teachers. This study focuses on the factors which have influenced the development of inclusion in Brunei, the different conceptualisations of needs, the practices which have been adopted and the views of those who are involved in shaping the Brunei education system’s attempt to respond to diverse learning needs in the mainstream education system. Data were generated through interviews, questionnaires, observations and analysis of official policies and documents. The research involved 14 Brunei Government Primary Education schools. The findings of the study indicated that responding to the needs of all children in the mainstream school is a complex challenge. There are several factors which have constrained the development of inclusion in Brunei, some of which are related to how the Brunei education system is structured and the constraints which operate at different levels within the education system. The findings suggest that inclusive education in Brunei is regarded as the integration of children with special educational needs into the mainstream education system and there is little consideration of how to respond to individual needs. There remains a high level of confusion and concern amongst stakeholders in the Ministry in this move to make the Brunei education system more inclusive.

This study examined the different types of mathematical errors exhibited by primary level pupils in Brunei when working with fractions. In addition, the study examined pupils' attitudes towards the learning of fractions and investigated if there were gender differences among Bruneian pupils' performances with fractions and with their attitudes towards fractions. The study was longitudinal in nature and its two phases involved a single cohort of Primary 5 pupils followed through a full year period in four government-funded primary schools in Brunei Darussalam. Pupils' mathematical errors were assessed by means of researcher-developed paper-and-pencil tests, while pupils' attitudes towards the learning of fractions were measured by means of an adapted version of attitude questionnaire that has been used previously with Bruneian pupils. Guided by six research questions, a number of statistical analyses were carried out to ensure the validity and reliability of the instruments used. These included piloting and revising the instruments, the use of Cronbach's alpha with the items in the attitude questionnaire, and the calculation of the Pearson Product Correlation Coefficient between scales of the questionnaire. The data was analysed by calculating the percentages and means of occurrences of each type of error. Paired and independent sample t-tests were carried out in order to investigate gender differences in pupils' errors and the impact of further instruction on fraction at the P6 level, while the GLM test was administered in order to investigate if there were significant change in pupils' attitudes towards fractions from the pre- to the posttests. Qualitative information obtained through pupils' interviews, field notes and lesson observations was used to support the quantitative data. / The study revealed that though pupils' achievement in the post-test improved, their performances on fraction work remained generally unsatisfactory. Many pupils in the study continued to have difficulty with the basic operations on fractions and resorted to the use of keyword strategies in dealing with word problems. Despite the pupils' unsatisfactory performance in the diagnostic tests, they generally held very positive attitudes towards the learning of fractions. No significant gender differences were observed either in pupils' performance in working with fractions tasks nor with their attitudes towards the learning of fractions. The findings of this study also highlight a number of issues for mathematics teachers to consider when dealing with fractions, and the findings also have implications for the quality of the instructional activities provided by the teachers, for the impact of language transfer in the medium of instruction - that is, from Bahasa Melayu to English at the pupils' Primary 4 level- and for the quality of the teacher training program in Brunei.

This is a study of language choice and language alternation patterns in a corpus of messages posted on two Brunei Darussalam on-line discussion forums. It aims to break new ground by investigating Malay-English language alternation in the context of computer-mediated communication (CMC), in contrast to previous research which has mostly studied alternation or code-switching in informal conversations. The corpus of texts consists of 21 1 messages posted on the 'Bruclass' and 'Brudirect' forums. These were analysed in terms of their grammatical and discoursal features to determine what role is played by each of the contributing languages. Chapter 1 outlines the major research questions: how much alternation is there between Malay and English, how is this alternation achieved, and why do the bilingual text producers make these language choices when posting their messages in the on-line forums? This chapter also includes outline description of the sociolinguistic context of Brunei Darussalam in terms of its population, history, system of education, and discussion of the varieties of Malay and of English used by Bruneians. In Chapter 2 relevant literature on language alternation is reviewed, with a gradual narrowing of the focus: from theories of code-switching and language alternation to studies dealing specifically with Malay-English code-switching in Malaysia and in Brunei Darussalam. Studies on language use and alternation in the CMC domain are also reviewed. Chapter 3 discusses the combination of quantitative and qualitative methods, and the rationale for these. Findings from the grammatical and discoursal analyses are reported and discussed in Chapter 4. Whilst monolingual English messages are the most frequent, almost half of the corpus texts are found to include a measure of Malay-English alternation. / Many of these display an asymmetric alternation pattern, in which one language supplies the grammar and the other the lexis, but there are also examples of equal alternation, where Malay and English both contribute to the grammar and to the lexis. The reasons for these choices are investigated through a questionnaire survey, which includes a text ranking task, and through other published texts in which Bruneians discuss their use of language. Chapter 5 discusses these findings, and the concluding Chapter 6 considers connections between the analysis of the texts and the questionnaire survey, especially the preference for monolingual English. Chapter 6 also includes discussion of questions of identity as reflected in the language choices and of language use in the CMC domain.

The current study examined the conceptions of learning held by upper primary children in government schools in Brunei. Previous studies have shown that the conceptions of learning held by students influence the ways in which they approach learning tasks and, in turn, impact on their learning outcomes. However, the majority of these studies were carried out with university and secondary school students, with little research involving primary school children. A phenomenographic research approach was used to describe the qualitatively different ways in which a group of sixteen upper primary children experienced learning in two government schools in Brunei. Data were gathered using scenariobased semi]structured interviews. Iterative cycles of analysis revealed three categories of description depicting three qualitatively different ways in which the children experienced the phenomenon. The three categories of description were: learning as acquiring information (Category 1), learning as remembering information (Category 2) and learning as doing hands]on activities (Category 3). These categories indicate a variation in the ways in which upper primary children experience learning in government schools in Brunei. The conceptions of learning held by the children provide a platform from which educators and policy]makers can consider possibilities for meaningful learning in government schools in Brunei.

‘Quality’ and ‘quality assurance’ in education have become global issues in the last decade. Educational institutions around the world are focusing on designing and implementing quality assurance systems to ensure students a high quality of education. In many countries, including Brunei Darussalam, the development of a national system of quality assurance in education has sometimes brought confusion and controversy. The main reason for this stems from the conflicting perspectives of different interest groups: mainly governments, administrators and academic staff, but students, employers and the general public also have significant voices. All, of course, are committed to quality but each regards quality in a slightly different way. This study set out to explore the perceptions of two groups of stakeholders, administrators and teachers, about the quality assurance system and in particular, the quality assurance of the assessment process in vocational and technical education (VTE) in Brunei Darussalam. The study examined the stakeholders’ understanding of the term quality and the significance of quality assurance measures. It assessed the extent to which these measures have been utilised by the Department of Technical Education (DTE) and its Vocational and Technical Education Institutions (VTEIs) and it also examined the challenges facing DTE and its VTEIs in ensuring quality VTE. A mixed-method research approach was used in this investigation, including document analysis, semi-structured interviews and questionnaires. The results provide insights into stakeholders’ perceptions of quality and a range of purposes for quality assurance system implementation. The effectiveness of the current system based on an external moderation system generated mixed views. The study identified the lack of a structured comprehensive quality assurance system for the assessment process in the DTE and VTEIs and highlighted ways in which quality assurance of the assessment process measures are currently formulated. Both groups of stakeholders agreed that there are challenges confronting the DTE and its VTEIs. Several recommendations were made to improve the current quality assurance measures. The study was timely in light of the increased interest in shaping quality assurance mechanisms in VTE in Brunei Darussalam. Overall this study carries implications for a better understanding of quality in VTE and issues related to the implementation of a quality assurance system.

Thesis (D. Miss.)--Western Seminary, Portland, OR, 2002. / Abstract. Includes bibliographical references (leaves 228-232).

Thesis (D. Miss.)--Western Seminary, Portland, OR, 2002. / Abstract. Includes bibliographical references (leaves 228-232).

The purpose of this study was to investigate the practice of performance measurement systems (PMS) in Small and Medium-sized Enterprises (SME) operating in the service sector in Brunei Darussalam. A further aim was to find the drivers and barriers of PMS adoption for such companies. Quantitative and qualitative methods were applied in this research. Documentary data, questionnaires, and interviews were used to collect the data. 357 questionnaires were sent out to service SME and a total of 62 responses were received. 29 managers from four case study companies were interviewed and semi-structured questions were used during the interviews. The results from the questionnaires showed that 26 per cent of the sample practice advanced PMS, 16 per cent still use a traditional PMS and the rest use a balanced system. The results of the interviews showed two additional drivers and one additional barrier to those found in the literature review. Business process and external stakeholders were identified as the additional drivers of PMS adoption and the former was also identified as the additional factor that could block such adoption. The additional findings indicated that organizational strategy, appropriate management style and management experience and qualifications were the core factors that could either drive or block the adoption of PMS. The lack of a clear mission and vision influenced all the other blocking forces. At the same time, the existence of a clear policy, such as a mission and vision statement, influenced the other driving forces. Furthermore, exercising an appropriate management style which takes into account the current organizational culture of the company has a significant positive impact on the acceptance of performance measurement. The employment of a qualified and experienced management team that understands the concept of performance measurement is also valuable in ensuring that the design of the PMS is appropriate and the implementation successful. A practical framework based on the findings was created to overcome the key identified problems associated with PMS adoption. From these findings, the research results offer both useful and actionable implications for practitioners such as managers and external consultants involved in PMS, particularly in Brunei. Consideration was given to the breadth of the interviews and the use of other documentary data, as well as the limitations of the case study method employed in the research. This should ensure the findings will be useful for companies currently implementing PMS or those intending to in the future. Given the context of this research, the findings will predominantly be of use in developing countries.