Raising Student Achievement in Literacy and Numeracy Through a Teacher Coaching Programme - A Case Study from Brunei Darussalam

Oct 15, 2026

Uploaded by Callum

This report examines a teacher coaching and support intervention designed to raise literacy and numeracy outcomes in government schools in Brunei Darussalam. It describes the Literacy and Numeracy Coaching Programme (LNCP), developed by the Ministry of Education with technical assistance from Education Development Trust, and its evidence-based coaching model. Emphasis is placed on dialogic teaching, teaching for mastery, careful lesson planning, and assessment for learning. Results from lesson observations, national tests, and PISA show sustained gains, including major improvements in reading literacy between 2018 and 2022 despite Covid-19 disruptions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Executive summary

Introduction to the LNCP in Brunei

Raising student achievement in literacy and numeracy through a teacher coaching programme: A case study from Brunei Darussalam By Tony McAleavy and Louise Pagden Executive summary This report describes a successful teacher support and development intervention intended to improve the literacy and numeracy outcomes of students in government schools in Brunei Darussalam. Literacy and numeracy matter; they are often described as foundational skills. Without proficiency in these areas, students cannot succeed across the wider curriculum and are unlikely to progress after school into higher education and, ultimately, well-paid professional jobs. The case study from Brunei described here provides a practical example of how learning outcomes can be improved in this important area, through the power of coaching for teachers. The approach adopted in Brunei was developed by the Ministry of Education with technical assistance from Education Development Trust (EDT, previously called CfBT). The initial phase of the project (2016-19) was known as the Literacy and Numeracy Coaching Programme (LNCP) and embraced a progressive approach to building local capacity through coaching. The design of the intervention was evidence-based: global research suggests that classroom-based coaching is the most reliable means of improving teaching quality (Garet et al. 2001; Kraft, Blazar, & Hogan, 2018). A new position of ‘local coach’ was established in government schools and, during the first phase of the project, a team of expert international coaches trained and mentored the local coaches. With the assistance of first international and then local coaches, teachers modified their pedagogical practices in line with evidence-informed best practices. The LNCP promoted the importance of careful lesson planning, with a particular emphasis on so-called ‘dialogic teaching’; this refers to teaching which encourages purposeful, on-task classroom talk. Coaches and teachers were encouraged to focus on securing improved learning outcomes through a ‘Teaching for Mastery’ approach that was supported by subject-specific guidance relating to both literacy and numeracy. Coaches also promoted the careful use by teachers of assessment for learning, so that students knew exactly what they needed to do to take the next steps in developing their literacy and numeracy skills. The results arising from the LNCP, using a variety of measurement techniques, have been extremely encouraging. Data from formal lesson observation using the Brunei Teacher Performance Appraisal (TPA) framework indicates improvements in the quality of teaching. The results in summative national tests have been on an upward trajectory, and test scores from the Programme for International Student Assessment (PISA) have been impressive. According to the PISA data, between 2018 and 2022 there was a dramatic improvement in the attainment of 15-year-olds in science, mathematics and reading literacy, despite the disruptions to education brought about by the Covid-19 pandemic. The improvement in Brunei’s PISA scores in reading literacy between 2018 and 2022 was the largest of all participating countries worldwide. Introduction to the LNCP in Brunei Between January 2017 and June 2019, 60 international coaches worked directly with identified teachers in one-to-one coaching sessions and through classroom-based activities. The international coaches were skilled classroom practitioners, either with experience of teaching in Brunei or from high-performing PISA countries. The LNCP identified and supported the development of 80 local coaches who progressed to take on the roles previously performed by the international coaches. The overarching aim was to have a local literacy and numeracy coach in every school in the country, which would bring about continual improvements in teaching, with associated impacts in both the enjoyment of and progress in learning. The story of the LNCP between 2016 and 2018 s

FAQs

What is the main purpose of the teacher coaching programme described in the report?

The programme aims to improve students’ literacy and numeracy outcomes in government schools by strengthening teacher practice through coaching and professional development.

What teaching approaches does the LNCP emphasize for literacy and numeracy?

It emphasizes careful lesson planning, dialogic teaching, a teaching for mastery approach, and the use of assessment for learning so students know the next steps in developing skills.

How were improvements measured, and what results were reported?

Improvements were assessed using lesson observation with the Brunei Teacher Performance Appraisal framework, summative national tests, and PISA data. The report reports upward trajectories in test performance and notable gains in reading literacy between 2018 and 2022.

Oct 15, 2026

Uploaded by Callum