IMPLEMENTATION OF PROJECT-BASED CURRICULUM IN BRUNEI DARUSSALAM SECONDARY SCHOOL: A CASE STUDY

Mohamad Khairul Bin Haji Matusin

Many educators consider project-based learning (PBL) to be one of the most exciting and powerful options for improving learning today (Markham, 2011; Mergendoller, Markham, Ravitz, & Larmer, 2006). There is a current resurgence of interest in PBL instigated by a need to educate students in response to changes in global workforce requirements to meet current skill needs of industries (Markham, 2011). It is believed that graduates who possess problemsolving skills will have high productivity (Boss, 2012; Buck Institute for Education, 2013; Kokotsaki, Menzies, & Wiggins, 2016; Vega, 2012; Walker & Leary, 2009). In 2012, Ministry of Education, Brunei Darussalam introduced a new subject, Business, Art & Technology (BAT) as a compulsory subject in all secondary schools that aims to enhance PARALLEL SESSION 2: CURRICULUM DESIGN AND LEADERSHIP students’ knowledge and skills through authentic project-based activities as preparation for students living and working in a technological society. It is interdisciplinary in the way in which it provides a means of applying, reinforcing or extending concepts generated in other subjects. BAT integrates skills from the previous elective subjects and updates the skills with the needs of globalization and the 21st century and to provide competencies facing the 4 th Industrial Revolution. This seminar paper will share how PBL was implemented as part of the national curriculum in Brunei Darussalam