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A Critical Study of the Educational System in Brunei Darussalam in the Light of Al-Attas’ Philosophy of Education

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A Critical Study of the Educational System in Brunei Darussalam in the Light of Al-Attas’ Philosophy of Education Title of Thesis A Critical Study of the Educational System in Brunei Darussalam in the Light of Al-Attas’ Philosophy of Education by Dk. Norhazlin Pg. Haji Muhammad A thesis submitted to the University of Birmingham for the degree of Doctor of Philosophy DEPARTMENT OF THEOLOGY AND RELIGION SCHOOL OF PHILOSOPHY, THEOLOGY AND RELIGION COLLEGE OF ARTS AND LAW THE UNIVERSITY OF BIRMINGHAM NOVEMBER 2009 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT This study investigates the existence of duality in the Bruneian educational system. It highlights the efforts that have been made towards achieving ideal Islamic patterns of education through the implementation of the Integrated Education system from January 2004 to December 2005. The study found that the former Integrated Education system approximates the Al-Attas model of thought in education. Fieldwork research was conducted using a questionnaire and structured interview instruments to gather data. The questionnaire involved 113 general primary schools teachers and 234 parents of students at the primary six level. It was found that several factors led to the failure of the Integrated Education system such as misunderstanding and incorrect perceptions regarding the aims and curriculum structure of the system, lack of infrastructure and facilities, culture and attitudes and insufficient acknowledgement of the implementation of the system. The data findings also prove that majority of the general primary school teachers in Brunei Darussalam lack adequate knowledge on the issue of dualist education. Although Brunei currently runs the dual type of education, it is suggested that the implementation of Islamic elements across the curriculum should be continued and the Islamic Revealed Knowledge should be a compulsory subject up to the upper secondary level to all Muslim students. DEDICATIONS This thesis is especially dedicated to my beloved husband Dr Pg. Mohd Iskandar bin Pg. Haji Petra for his constant love, sacrifice, and continuous support. This thesis is also dedicated to my lovely daughter and son Dk. Izarya Naziya and Ak. Izarfy Arrazy. ACKNOWLEDGEMENT Praise be to Almighty Allah, the most merciful and the most beneficent; blessings and .(ﺺ) peace be upon the compassionate prophet Muhammad The completion of this thesis would not have been possible without the guidance and support of many different individuals and benefactors. First and foremost, I would like to give my special gratitude and appreciation to my supervisor, Dr. Jabal M. Buaben, for his patience, help, support, guidance, criticism, and careful and meticulous reading of the study. I also extend my great appreciation to the Government of His Majesty the Sultan of Brunei Darussalam and the University of Brunei Darussalam for financing my academic studies in the United Kingdom. I offer my thanks as well to the academic faculty and members of the staff at the School of Theology, who provided assistance during this research. Thanks also to my colleagues Norlina, Zuliza, Adlina, Wan Fariza, Ashikin and Shaeda, all of whom helped me have a quality campus experience. Special thanks and love to my beloved parents, Pg. Haji Muhammad and Hjh Norsia for their love support, and great thanks to my in laws, Pg. Haji Petra and Pg. Hjh Jamaliah, for giving me their full support. My family, I thank you all! Last but not least, my thanks also to my colleagues at the University of Brunei Darussalam, who supported me during the completion of my thesis. TABLE OF CONTENTS CHAPTER ONE INTRODUCTION 1.1 Introduction……………………………………………………………...... 1 1.1.1 Brunei Darussalam in Brief......................................................................... 5 1.2 Statement of Problem…………………………………………………...... 10 1.3 Research Questions...................................................................................... 14 1.4 Research Hypothesis.................................................................................... 15 1.5 Significance of the Study…………………………………………............. 15 1.6 Objectives of the Study………………………………………………….... 16 1.7 Limitation of the Study……………………………………………............ 17 1.8 Definition of Terms……………………………………………………..... 18 1.8.1 Education…………………………………………………………..... 18 1.8.2 Educational System………………………………………………..... 21 1.9 Literature Review……………………………………………………........ 22 1.10 Methods of Data Collection…………………………………………......... 28 1.11 Organisation of the Study……………………………………………….... 38 1.12 Summary……………………………………………………...................... 30 CHAPTER TWO ISLAMIC PHILOSOPHY OF EDUCATION, AIMS OF ISLAMIC EDUCATION AND THE DEVELOPMENT OF EDUCATION AND LEARNING INSTITUTIONS IN THE EARLY PERIOD OF ISLAM 2.1 Introduction……………………………………………………………...... 31 2.2 Philosophy, Philosophy of Education and Islamic Philosophy of Education…………………………………………………………………. 32 2.3 The Source of Islamic Philosophy of Education…………………………. 40 2.4 The Importance of Knowledge in Islamic Education…………………….. 41 2.5 Aims of Education in Islam………………………………………............. 44 2.6 Classification of Education in Islam…………………………………….... 53 2.7 The Development of Education and Learning Institutions in The Early 57 Period of Islam…………………………………………………………..... 2.7.1 Education and Learning Institutions in the Life of 57 And His Pious Caliphs (ص) Prophet Muhammad (610AD-661AD)…………………………………………………….. 2.7.2 Education and Learning Institutions During the Period of the 61 Umayyad Khilāfa (41A.H/661AD- 132A.H/750AD)…………........... i 2.7.3 Education and Learning Institutions During the Period of 63 Abbasid Khilāfah (132A.H/750AD- 655A.H/1258AD)…………….. 2.8 Dualist System of Education……………………………………………... 69 2.9 Summary……………………………………………………...................... 71 CHAPTER THREE AL-ATTAS’ PHILOSOPHY OF EDUCATION 3.1 Introduction……………………………………………………………..... 74 3.2 A Brief Biographical Background of al-Attas………………………….... 74 3.3 Metaphysical Worldview…………………………………………............ 77 3.3.1 Man and His Psychology………………………………………….... 77 3.3.2 Human Freedom and Destiny……………………………………..... 80 3.3.3 The Universe………………………………………………………... 82 3.4 The Nature of Knowledge and its Role in Education……………………. 83 3.5 Definition and Aims of Education……………………………………...... 88 3.6 Islamic Vision of Reality in Relation to the System of Education………. 89 3.6.1 Islamic Model of Order and Discipline in Education……………..... 89 3.7 Summary……………………………………………………..................... 96 CHAPTER FOUR THE DEVELOPMENT OF EDUCATION IN BRUNEI DARUSSALAM 4.1 Introduction…………………………………………………………….... 98 4.2 The Development of Education before the Administration of the Residential System………………………………………………………. 99 4.3 The Development of Education During the Administration of the 107 Residential System………………………………………………………. 4.3.1 Islamic Education……………………………………….................... 118 4.4 The Development of Education During the Pre Independence Period (1959-1983)…………………………………………………………….... 123 4.4.1 Islamic Education………………………………………………......... 129 4.5 The Development of Education After Independence ………………….... 132 4.5.1 Education during 20 years of independence (1984- 2004)………… 132 4.5.1.1 Islamic Education………………………………………………… 147 4.5.2 Education After 20 years of Independence…………………………... 150 4.6 Summary…………………………………………………….................... 163 ii CHAPTER FIVE METHODOLOGY OF FIELDWORK 5.1 Introduction……………………………………………………………… 166 5.2 Definition of Research…………………………………………………... 166 5.3 Educational Research and its Importance of Research in Education......... 168 5.4 How is Educational Research Done?......................................................... 169 5.5 Methodology, Research Design and Methods of the 171 Fieldwork………….................................................................................... 5.5.1 Methodology………………………………………………………… 171 5.5.2 Research Design……………………………………………………... 173 5.5.3 Methods……………………………………………………………… 177 5.6 Survey Research Method………………………………………………... 179 5.6.1 Cross-Sectional Survey Design………………………………………. 180 5.6.2 Longitudinal Survey Design………………………………………….. 181 5.7 Interview Research Method……………………………………………... 181 5.7.1 Semi-Structured Interview Technique in the face-to-face and distance Methods………………………………………………………………. 182 5.8 Sampling Frame (Target Population) and Sample………………………. 183 5.9 Quantitative Survey Method…………………………………………….. 185 5.10 Non-Probability Purposive Sampling in the Qualitative Interview Study…………………………………………………………………....... 191 5.11 Rationale of Selection of the Instruments………………………….......... 193 5.12 Procedure of Data Collection………………………………………......... 198 5.12.1 Administration of the Instruments………………………………........ 198 5.12.2 Questionnaires………………………………………………….......... 199 5.12.3 Interviews……………………………………………………………. 201 5.13 Main Structure of the Questionnaires………………………………........ 202 5.14 Main Structure of the Interviews……………………………………........ 205 5.15 Problems and Limitation during the Fieldwork…………………………. 206 5.16 Summary………………………………………………............................ 207 iii CHAPTER SIX THE QUESTIONNAIRE
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