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From Disruption to Recovery: Strategic Education Policy for Post-Pandemic Brunei

Author

Listed:
  • Sheikh Lukman S A Hamid

    (Ministry of Education, Brunei Darussalam)

  • Rosmawijah Jawawi

    (Universiti Brunei Darussalam, Brunei Darussalam)

  • Sallimah M. Salleh

    (Universiti Brunei Darussalam, Brunei Darussalam)

  • Jainatul Halida Jaidin

    (Universiti Brunei Darussalam, Brunei Darussalam)

Abstract

The COVID-19 pandemic has significantly disrupted education systems worldwide, including in Brunei Darussalam, where extended school closures have adversely impacted student learning, particularly among those from low socioeconomic backgrounds. In response, the Ministry of Education prioritized the development of a sustainable and equitable learning recovery strategy. Guided by an integrated theoretical framework combining Educational Resilience Theory and Systems Theory in Education, this study investigates the extent of pandemic-induced learning loss and identifies strategic policy interventions. A qualitative approach was employed, incorporating document analysis, secondary survey data from 36,740 students across 147 public schools, and structured school-level observations. Analysis of the data identified two key contributing factors to the learning gap: human-related and organizational challenges. The study proposes four policy alternatives and recommends the integration of the Student Resource Management System (SRMS) and the Learning Accelerated Recovery Program (LARP) as strategic responses to mitigate learning disparities. This paper advocates for a resilient, inclusive, and future-ready education system aligned with Brunei’s long-term national goals.

Suggested Citation

  • Sheikh Lukman S A Hamid & Rosmawijah Jawawi & Sallimah M. Salleh & Jainatul Halida Jaidin, 2025. "From Disruption to Recovery: Strategic Education Policy for Post-Pandemic Brunei," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(5), pages 5406-5412, May.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-5:p:5406-5412
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    References listed on IDEAS

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    1. Noam Angrist & Peter Bergman & Caton Brewster & Moitshepi Matsheng, 2020. "Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana," CSAE Working Paper Series 2020-13, Centre for the Study of African Economies, University of Oxford.
    2. David Jaume & Alexander Willén, 2019. "The Long-Run Effects of Teacher Strikes: Evidence from Argentina," Journal of Labor Economics, University of Chicago Press, vol. 37(4), pages 1097-1139.
    3. João Pedro & Amer Hasan & Diana Goldemberg & Koen Geven & Syedah Aroob Iqbal, 2021. "Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates [Tackling Inequity in Education during and after COVID-19]," The World Bank Research Observer, World Bank, vol. 36(1), pages 1-40.
    4. Kaffenberger, Michelle, 2021. "Modelling the long-run learning impact of the Covid-19 learning shock: Actions to (more than) mitigate loss," International Journal of Educational Development, Elsevier, vol. 81(C).
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