Within Brunei the banana is seen as a staple fruit, always here and readily eaten. The Bruneain durian is famous around Asia, and is supported by small local and corporate businesses to help with sales and production. Brunei is attempting to grow rice cheaply with the help of global partners. Brunei's shrimp crackers are marketed and produced by a global corporate company with the aim of achieving the best results for Brunei.
The horizontal axis identifies two uncertainties that will impact on education in the future in Brunei. With the future in education looking possibly towards more online learning, will Brunei provide these opportunities for their students? Who will fund these new learning communities and at what cost to the community. Will the Government and the religious sector remain in control?
The vertical axis looks at the local and global curriculum content. Will Brunei stay in the safe confines of their local curriculum or will a global curriculum open up and provide students the skills and learning opportunities needed to succeed in the wider global knowledge age?
These scenarios I will describe below:
Banana- In this scenario the learning is centred around the Islamic culture. Government and the religious sector steer the direction of the of the curriculum to meet the perceived "local needs" of the community. Technology is not embraced to create knowledge but rather to regurgitate existing knowledge. Connection between religious leaders and students becomes more widely accessible through technology with compulsory tutorials held everyday online. Although online learning will play a bigger part in a student's life, schools will still exist to meet the majority of subject requirements. Limited money is spent on professional development to meet the changing ways of teaching and learning. These professional development sessions will remain in the control of the government where by so called "leaders" in the field will have very basic knowledge and understanding of the tools they are teaching the teachers how to use. Online learning will put pressure on the infrastructure of the network providers and will cause many frustrations for both students and teachers. Free internet will be provided to all homes that have students residing in them.
Durian- This scenario is where corporate meets the local market. The corporate sector moves in to revolutionise teaching and learning. Education is fully funded, supported and delivered by the corporate sector.This is supported by local and international educational businesses aiming to open up educational markets online and face to face. Funding is performance based, where grades play a pivotal role. Standardised online assessments are administered with little to no formative assessment being recognised. Online learning is the recommended choice of students where they have access to online tutors and resources. Students will be using applications and tools created by these corporations to promote the corporations brands and products.
Rice- this scenario represents the Government working alongside global partners to produce a curriculum that meets the needs of Brunei and at the same time open up opportunities for global learning. Religious studies are now integrated throughout to keep the strong foundations that have been previously set by their parents and grandparents. Students will now have access to online courses at home, on their mobile and even through holograms. Teachers are trained to deliver programs online and on going professional development led by local and international experts keeps them up with best practices. Education remains free, although extra incentives are given to high academic achievers. Online collaboration between local and international students as well as teachers are common and are part of everyday life.
Shrimp Crackers- Due to the oil running out Brunei officials have opened up the market for education. It is too expensive for Brunei to run their schools and provide quality international teaching and learning opportunities. Open online learning is now the norm for Brunei. This is led by corporate businesses around the world. Options of asynchronous and synchronous modes of learning are available, however most integrate these two forms of delivery and learning. Education is now fully user pays and scaffolded costs are determined against achievements. The higher grade the less cost. High risk situation caused by the user pays system puts off many students who are unable to gain high grades limiting their discount of fees. Knowledge, is now "global knowledge" it embraces what is "out there". Students are self motivated to achieve and earn recognised badges to gain access to employment worldwide. Future employers have access to student learning to mentor and help guide students with the aim of a cadetship for the student. Learning is now in the hands of the students where teachers help to guide and support creation of knowledge. Standardised assessment is no longer used, it is now badges of achievement based on formative and self assessment of learning.