Primary Education

The mission of the Ministry of Education is to provide holistic education to achieve the fullest potential for all by giving quality education to our children, the future of Brunei Darussalam in line with Brunei Darussalam’s 2035 Vision. To meet future challenges in an ever changing world, the Ministry has developed a vision of “QUALITY EDUCATION, DYNAMIC NATION”.  We believe this vision will realise the nation’s aspirations and providing equitable access to education to achieve equality in developing and equipping our MIB driven value future generations with 21st century skills supported with an intended, adaptable and relevant curriculum focusing on the needs of individuals and these MIB-driven value individuals who are lifelong learners, competent (efficient and productive), competitive and responsive to global trends.

In its endeavour to develop the fullest potential of the child, the Ministry of Education continuously reviews the education system in order to meet with the demands and future challenges of the nation and, more importantly, to cater to every child’s ability and aptitude. For this, the Ministry has devised five-year Strategic Plan (2018 – 2022) prioritising human resource development in order to meet Brunei Darussalam’s need for an educated and marketable workforce. The education system also aims to inculcate sound moral values as a strong foundation in an era of rapid progress and change.

The Ministry of Education has a policy of providing a minimum of 12 years of education. This comprises 7 years in primary education (inclusive of 1 year in pre-school) and 5 years in secondary education. The next education level is based on the students’ results where they will then undergo 2 years in Sixth Forms. In view of the importance of education in the life of an individual, education is made compulsory for every child.

The education system places strong emphasis on Islamic Religious Knowledge, Nationhood Education (MIB), Literacy, Numeracy, Science as well as Physical Education, Social Studies and Technology Arts and Culture. Since the implementation of SPN21, all subjects are taught in English except for Bahasa Melayu, Islamic Religious Knowledge and Melayu Islam Beraja. The SPN21 curriculum ensures that within broad learning areas, learners will develop knowledge and understanding, essential skills with the attitudes and values to ensure holistic development within the context of 21st century which will provide the basis for lifelong learning and employability in a progressive and challenging world.
Literacy proficiency enables the child to access a greater mass of information in this globalised world. School children are also exposed to ICT skills to promote creativity, independent learning and enhance higher order thinking skills. 
Formal schooling begins at the preschool level at the age of five years.  From the age of six years onwards, students follow six years of primary education, after which they proceed to secondary level.  All students will have a common curriculum, and at the end of Year 6, they will sit for the Primary School Assessment (PSR). 

Students who have been identified as having special educational needs require a curriculum that is modified and/or adapted according to their ability and needs based on the Individualised Education Plan (IEP) and Remedial Education Plan (REP). Individualised Education Plan is for students who have been identified with special educational needs, in particular, those with high support needs. These students will require adaptations and/or modifications in the curriculum as well as changes in learning/teaching strategies according to the nature of their special needs. Remedial Education Plan is mainly for students with learning difficulties especially in basic skills such as literacy and numeracy.

In 2008, under the Special Education Unit of the Ministry of Education, Model Inclusive Schools Project or also known as Centres of Excellent Services for Children was introduced and implemented in selected Primary and Secondary Schools. The aim of this project is to provide example or model inclusive schools that are able to cater to the needs of the special needs students. Nine primary and secondary schools have been made into Model Inclusive Schools (MIS) where each school is equipped with special rooms and other facilities for practising students’ life skills.