Response to Written Question PT30

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📖 Reading time: 5 minutes
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YANG BERHORMAT PEHIN ORANG KAYA INDERA PAHLAWAN DATO SERI SETIA HAJI AWANG SUYOI BIN HAJI OSMAN

QUESTION:

Yang Berhormat Pehin Orang Kaya Indera Pahlawan Dato Seri Setia Haji Awang Suyoi bin Haji Osman asks the Minister of Education to state the results of the evaluation of programs and courses conducted for teachers and how to measure their effectiveness on teacher quality. To what extent do the results indicate improvements in student learning and achievement across all levels inclusively?

YANG BERHORMAT MENTERI PENDIDIKAN

ANSWER:

In the name of Allah, the Most Gracious, the Most Merciful
Yang Berhormat Pehin Yang Di-Pertua,
Your Honourable Members,

Assalamualaikum warahmatullahi wabarakatuh and greetings,

First and foremost, I would like to express my deepest appreciation and gratitude to Yang Berhormat Pehin Yang Di-Pertua for the opportunity given to answer the written question PT30 posed.

The professional development program aims to enhance competencies, pedagogical skills, professionalism, and teaching quality to ensure teachers continuously develop in line with changes in the educational world. Teachers are the backbone of the education system, and enhancing their capability will positively impact student achievement and the country’s education quality. Thus, the teacher professional development program is the main initiative/agenda of the Ministry of Education in line with the third Goal (3) in the Ministry of Education Strategic Plan 2023-2027, which is Building Human Resource Capacity.

For the information of Your Honourable Members, in 2024, the Brunei Darussalam Leadership and Teacher Academy (BDLTA) conducted 116 professional development programs participated by 8,313 participants consisting of school teachers and Government and private educational institution teachers under the control of the Ministry of Education and the Ministry of Religious Affairs.

PROGRAM & COURSE ASSESSMENT

Based on surveys conducted among participants to assess the effectiveness of professional development programs in achieving objectives and knowledge transfer to participants, a very high level of satisfaction was recorded whereby:

• 99.56% of participants agreed that course objectives were clearly stated
• 99.56% agreed that course content supported the objectives
• 99.45% agreed that objectives were achieved at the end of the course
• 99.23% participants acknowledged that they had acquired the expected knowledge and skills
• 99.12% agreed that they could apply the acquired knowledge and skills

While survey results on whether participants acquired and could apply the knowledge and skills also received very positive feedback, where:

• 99.23% of participants agreed to have acquired new knowledge and skills;
• 99.12% of participants were able to apply the knowledge and skills;
• 98.68% of participants acquired knowledge through interaction with other participants.

IMPACT ON TEACHING QUALITY

Alhamdulillah, based on Teachers Performance Appraisal data, a significant increase has been shown, with the percentage of teachers obtaining Grade 3 (good level) and above rising from 95.3% in 2020 to 99.1% in 2024, while the percentage of teachers obtaining Grade 4 (very good level) and above increased from 21.9% in 2020 to 44.9% in 2024.

Trend of Teachers Achieving Grade 3 and 4 and Above in Teachers Performance Appraisal

Year	Percentage of Teachers Achieving Grade 3 and Above	Percentage of Teachers Achieving Grade 4 and Above
2020	95.3%	21.9%
2021	96.7%	24.1%
2022	97.6%	29.9%
2023	98.9%	40.4%
2024	99.1%	44.9%

Based on trend analysis from 2020 to 2024, this increase proves that:

• Professional teacher training programs have enhanced pedagogical skills of educators, thereby contributing to improved teaching quality and student achievement at all levels.
• Differentiated learning strategies, use of technology, and data-driven interventions have enhanced teaching effectiveness.

In addition, focus area 5.1 in BTS-TPA related to the development of teachers' professional practices also shows a significant increase, where the percentage of teachers who achieved Grade 4 and above in this area increased by 20.9%, from 40.4% in 2020 to 61.3% in 2024. This increase indicates more teachers are implementing reflection as their professional culture. They are also more active in updating knowledge, collaborating for professional development and supporting new educational initiatives.

Furthermore, through one of the analyses of the PISA (Programme for International Student Assessment) survey conducted by the Organization for Economic Co-operation and Development (OECD) regarding the quality of teacher training, several indicators can be referred to, such as the student achievement indicator in the PISA test. Student achievement in PISA reflects the extent to which they receive effective teaching. In the context of Brunei, the increase in PISA scores in 2022 indicates that students are taught by well-trained and high-quality teachers. Therefore, teacher training and professional development play an essential role in delivering more effective teaching and subsequently increasing students' academic achievements.

In summary, the results of this evaluation show that high-quality teacher training can have a positive impact on inclusive student achievement at all education levels. Brunei's success in enhancing its PISA 2022 scores signifies that the professional development programs conducted for teachers have yielded positive outcomes.