History of education in Brunei

This article is part of a series on the
History of Brunei
Bruneian Empire Lupah Sug Sultanate of Sulu Rajahnate of Maynila Tondo Sultanate of Sarawak Bruneian–Igan War Bruneian–Tundun War Castilian War Civil War Manila conflict of 1769 Sabah conflict of 1771
Colonial era Barisan Pemuda Borneo campaign BMO Borneo Brunei People's Party Brunei revolt North Borneo Federation Bruneian Independence Japanese occupation National Development Plan State Council White Rajahs Sarawak Labuan North Borneo
Post-independence Brunei National Solidarity Party Amedeo Crisis National Development Party Golden Jubilee of Hassanal Bolkiah
Topics Capital punishment Constitution Diplomacy Education Islam LGBT Military Navy Monarchy Slavery Sultan Transport
See also List of years in Brunei
v t e

Following its independence in 1984, Brunei developed four education policies from 1954 to 1984. The 1962 and 1972 policies faced challenges due to deteriorating relations with Malaysia, which impacted Brunei’s efforts to implement Malay as the primary language of teaching. Prior to the formation of Malaysia, Brunei benefited from close educational collaboration with Malaya, but strained relations after Brunei's refusal to join Malaysia hindered the execution of these policies.^[1] This highlights how foreign political forces, rather than internal dynamics as seen in countries like Malaysia, India, and Sri Lanka, played a significant role in shaping the success or failure of Brunei’s education programs.^[2]

Before 1950, Brunei’s education system provided only basic education, with slow expansion due to prioritisation of economic development and other issues.^[3] Public awareness of the value of formal education was low, and the Malay educational system largely prepared students for low-status jobs, with the highest level being sixth grade. This limitation on educational opportunities hindered local youth from advancing and contributed to slower national progress. British officials intentionally maintained this restricted education program to preserve their control and prevent local youth from pursuing higher education and challenging the existing social and political structure.^[1]