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Chapter 4
Halal Education and Knowledge
in Brunei Darussalam, Malaysia
and Japan: A Comparative Study
Rozaidah Idris
Abstract The halal industry is growing rapidly and the regulations associated with
halal have never been more relevant. Many countries have proactively engaged with
the opportunities of developing halal industry sectors for commercial benefit and
economic diversification. Today, halal regulations are not only associated with food;
other types of products and services, such as cosmetics, medicines, logistics and
tourism are being explored. With the growth and expansion of the halal industry and
the increased consumption of its products, societies need to be properly educated
on the question of halal, whether for personal gain or for career development in the
industry. Whatever was the reason, the importance of establishing halal education
cannot be denied. Through a comparative analysis, this paper discusses three major
concerns: studies on halal knowledge and its effects on halal product utilisation;
studies on halal education and efforts made to educate society in this regard; and
an examination of the institutions, centres or departments at universities in Brunei
Darussalam, Malaysia and Japan and their attempts to build halal education and
therefore shape the workforce.
Keywords Brunei Darussalam ·Japan ·Malaysia ·Halal education ·Workforce
4.1 Introduction
The global halal industry is growing consistently. In the period prior to the onset of
the COVID-19 pandemic, it was expanding at an annual rate of 20% with a value
of USD560 billion a year and with a total value of approximately USD2.3 trillion
(Md Siddique and Moha Asri 2020). As the halal industry flourishes globally and
continues to have greater salience, many countries are affected by its presence and
use it as an opportunity to stimulate economic growth. According to Sutan Emir
Rozaidah Idris (B)
UBD School of Business and Economics, Universiti Brunei Darussalam, Gadong, Brunei
Darussalam
e-mail: rozaidah.idris@ubd.edu.bn
© The Author(s) 2025
R. Idris et al. (eds.), The Halal Industry in Asia,
https://doi.org/10.1007/978-981-96-0393-0_4
57
58 Rozaidah Idris
Hidayat et al. (2021), the estimated global population of 1.8 billion Muslims are
naturally the main consumers of halal products and they state that the growth of the
global halal food industry is an indirect outcome of Muslims’ increasing awareness
of the significance of consuming halal commodities. Beyond this, Md Siddique E.
Azam and Moha Asri Abdullah (2020) also argue that the halal industry is no longer
restricted to Muslim consumers but also includes non-Muslim consumers. They
note that a lot of non-Muslim-dominated countries have recognised the potential of
the industry and even excelled in various halal sectors. To support this contention,
Abdul Matin Salman et al. (2019) report a continuing increase in the demand for
halal products, especially food, in both Muslim and non-Muslim countries. Abdalla
Mohamed Bashir (2019) states that halal manufacturers concentrate on non-Muslim
countries as well when generating halal consumables as they are also aiming for the
non-Muslim market. Non-Muslims accept halal foods due to hygiene, safety, quality
and other reasons associated with health and ethics (Nisha and Iqbal 2017; Bashir
2019). In short, although the halal rule is a religious responsibility for Muslims, both
Muslims and non-Muslims are involved in the halal industry as consumers.
With the growing prominence of the halal industry worldwide, there is a signifi-
cant need to educate the society of Muslims and non-Muslims on the halal subject.
Both halal manufacturers and consumers will benefit from developing their knowl-
edge. For instance, manufacturers may use familiarity with halal matters as a
marketing tool while consumers from both Muslim and non-Muslim societies may
use halal fluency for personal gain, such as abiding by religious laws or healthier
choices. Other parties, such as halal authorities, may also improve supply chain
management. Different countries have made different approaches to the expansion
of halal awareness in terms of educating and increasing knowledge. This paper
discusses the development of halal education and knowledge in Brunei Darussalam,
Malaysia and Japan. It analyses studies on halal knowledge and its effects on product
consumption as well as studies on halal education and the efforts made to inform
society. The paper also explores relevant institutions, centres or departments at
universities in the three countries and their attempts to build halal education and
the workforce.
4.2 Halal Knowledge and Manpower and Their
Connection to Halal Products
4.2.1 Consumption
Knowledge of halal matters can directly affect consumption decisions, whether
negatively or positively. According to a standard definition, knowledge is the state
of knowing or being familiar with something resulting from association or expe-
rience (Merriam-Webster n.d.). In another view, awareness is the knowledge or
4Halal Education and Knowledge in Brunei Darussalam, Malaysia … 59
understanding that something currently exists based on experience and informa-
tion (Cambridge Dictionary 2022a). Accordingly, knowledge and awareness derive
from a range of insights: association, experience and information. This paper uses
the two terms interchangeably in discussing research on halal awareness.
There are several studies conducted on halal awareness and its influence on
product purchase decisions (Mutmainah 2018; Basri and Kurniawati 2019; Anggraini
and Dewanti 2020; Puspita et al. 2020; Ramadhani et al. 2021; Vizano et al. 2021;
Wirakurnia et al. 2021; Sabariah and Nurul 2021; Ozturk 2022). A summary of the
major findings of these explorations is helpful for understanding current issues in the
field.
In Luliyatul Mutmainah’s (2018) study of the effects of several factors, including
halal awareness of food products, she demonstrates that this awareness can posi-
tively and significantly influence the purchase intention for halal commodities. In
her study, halal awareness refers to the Muslim consumers’ level of knowledge of
whether the products conform to syariah law or not and this awareness is projected to
multiply with the advancement of media and technology. Mutmainah concludes that
educational institutions are required to improve halal food knowledge. Yuswar Basri
and Fitri Kurniawati (2019) investigate the influence of religiosity and halal aware-
ness on purchase intention regulated by halal certification. Their research shows
that halal awareness significantly affects purchase intention, although halal certifi-
cation does not increase awareness. They suggest that individuals in varying milieus
have the responsibility of educating or becoming educated with halal knowledge.
Religious personnel, such as the body of Muslim scholars who are recognised as
having specialist knowledge of Islamic law (ulama) or other religious teachers and
leaders (mullah), need to teach and enhance the public’s comprehension of halal and
clean (tayyib) products as well as stressing their importance. For their part, Muslims
need to attend religious events to increase their understanding of daily halal product
consumption. And halal certification bodies need to educate the public on halal
certification and halal-certified manufacturers. The study by Inar Anggraini and
Diah Setyawati Dewanti (2020) finds that halal food awareness has a significant
and favourable influence on purchase decisions for Muslims residing in Indonesia (a
Muslim-majority country) and Thailand (a Muslim-minority country). Their study
shows that religiosity does not regulate the effect of halal food awareness on purchase
decisions. On the other hand, a study by Wanda Puspita et al. (2020) demonstrates that
both religiosity and halal product knowledge have a positive and substantial influ-
ence on halal awareness and, by extension, the purchase intention of halal products.
They propose that businesses host seminars on halal commodities to boost consumer
awareness.
A study by Atika Ramadhani et al. (2021) explores the effects of brand awareness,
product knowledge and halal labels on purchase decisions of cosmetic products in
Indonesia, focusing on generations Y and Z. They find that brand awareness and
product knowledge have no significant effect on their cosmetic purchase decision.
This conclusion is arguable, however, as the study focuses only on one specified
cosmetic brand for certain generations; the knowledge and awareness being explored
are also confined to a single cosmetic product. Though not substantial, their study
60 Rozaidah Idris
still notes an increase in purchase decisions of cosmetic products as a result of brand
awareness and knowledge. Nico Alexander Vizano et al. (2021) analyse the impact
of attitude, subjective norms and perceived behavioural control on the purchase
activity of students from a private higher education institution in Indonesia. Their
findings show that halal awareness can regulate the positive interest towards buying
behaviour of halal food products. In short, the higher the level of awareness in halal
the better the relationship between the consuming interest and consuming behaviour
of halal food. Arya Bagus Wirakurnia et al. (2021) study the factors that affect the
purchase intentions of Muslim students for halal packaged food in Indonesia. They
reveal that there are no significant effects between halal knowledge and purchase
intention. The study, however, may only be applicable to Muslim students in the
chosen regions of Indonesia; the findings may not be generalisable to non-students
of different backgrounds or non-Muslim consumers. Sabariah Yaakub and Nurul
Amira Aulia Sham (2021) investigate the effects of knowledge, religiosity, awareness
and halal logistics on purchase intention with reference to the theory of planned
behaviour, an approach that intends to explain all behaviours over which people
have the ability to exert self-control. Their study shows that knowledge and awareness
have a noteworthy influence towards the purchase intention of halal food products.
Sabariah and Nurul explain that this influence could be a result of gaining optimistic
information about halal, which leads to favourable insights and eventually increases
halal product consumption. Finally, a recent study by Abdulkadir Ozturk (2022)
examines the attitudes and purchase intentions towards halal chicken products in
Turkeybased on knowledge, attitude and practice model. Among the many findings of
his study, the most notable is that halal product knowledge and awareness positively
and significantly influences halal awareness, purchase intention and attitudes towards
halal products. In addition, Ozturk recommends that companies educate consumers
regarding halal certificates and logos so that they do not fall victim to fraudulent
labels.
In brief, many studies indicate the importance of developing halal knowledge
or awareness. However, most of these studies centre on the relationship between
halal knowledge and halal product consumption. So a question arises: how can
they be relevant to the development of halal education? With the significant impact
of halal knowledge towards the purchasing of halal products and this knowledge
having become an indirect factor for the growth of the halal industry, the industry’s
expansion has led to a perceived need for an informed halal workforce as well as
halal education for personal benefit and professional qualifications. The studies also
mainly focus on food products as it is the biggest halal sector. According to Mohamad
Syazwan Ab Talib et al. (2019), Muslims have reportedly spent 16.6% of global food
expenditure, indicating the magnitude of the halal food market (and this excludes
non-Muslim spending on halal consumables). Some of the studies also recommend
the presentation of different forms of education on halal, in the form of institutions,
seminars or events (Mutmainah 2018; Basri and Kurniawati 2019; Puspita et al.
2020; Ozturk 2022). There are only two studies that disagree with halal knowledge
being a significant factor in influencing halal product consumption (Ramadhani et al.
2021; Wirakurnia et al. 2021), whereas the rest of the studies suggest otherwise. This
4Halal Education and Knowledge in Brunei Darussalam, Malaysia … 61
strongly implies that halal knowledge is indeed crucial in nurturing the practice of
daily halal product consumption and thus the requirement of proper halal education.
4.2.2 Halal Education
Clearly, education plays a vital role in boosting knowledge of subjects, including
halal. Not only does a proper education give essential information on halal matters
but it can also boost a person’s expertise and skills in departments responsible for
halal, making them fit to be a part of human resources. By commonplace definition,
education is a course of learning and teaching, typically in a school or a college, or
the knowledge gained from them (Cambridge Dictionary 2022b). It follows from this
that halal education should be established as modules in educational institutions in
order to cultivate halal knowledge in society. There are a limited number of empirical
studies on halal education, but there are some that point towards the requirements
of halal education and the search for halal knowledge (Ahmad 2014; Norhidayu
et al. 2017; Siti Zanariah and Nor Azura 2017; Wahyudin et al. 2018; Salman et al.
2019; Noor Haslihsa et al. 2020; Wibowo et al. 2021). Their main findings and
recommendations are summarised here.
Ahmad Sahir Bin Jais (2014) researched the technical, vocational education and
training framework in Malaysia, and he notes several schemes that have been estab-
lished in polytechnics to boost halal education. These schemes are: 1) the Department
of Polytechnics Education (DPE) initiated a strategic collaboration with the Halal
Development Corporation (HDC) by presenting a shared Halal Executive Diploma
programme; 2) the HDC assisted in sustaining a greater level of halal training in the
programme; 3) refresher courses were offered to the lecturers so that they are well
informed of new changes in the halal industry; and 4) industry participation was an
important part of the halal programme, courses and curriculum to ensure the modules
offered are related to the industry standards. Ahmad Sahir concludes by stressing the
significance of polytechnics in creating halal-qualified employees. Norhidayu et al.
(2017) discuss the importance of the halal science curriculum and research in the
growth of the worldwide halal market among selected countries, including Brunei
and Malaysia. Their study is explored more thoroughly below.
Although the analysis of Siti Zanariah Yusoff and Nor Azura Adzharuddin (2017)
does not specifically explore halal education, it is important to note that, from this
study, there is a willingness to share knowledge within a Muslim family to educate one
another regarding halal matters. Both parents and children are actively searching for
and sharing halal information among themselves; it is also evident that the younger
and older generations in these families have an equal interest in developing halal
knowledge and not just the parents.
Dinn Wahyudin et al. (2018) examine the subject of halal food in the school
curriculum in Indonesia. The subject of religion and manners is compulsory for all
students in primary, junior secondary and senior secondary schools. Another manda-
tory subject for all the schools is Islamic religious education. The topic of halal
62 Rozaidah Idris
and haram foods within this subject is allotted to grade four students. There is an
introduction and discussion on the topic of Muslim behaviour on halal food and
haram food as part of the curriculum (Dinn et al. 2018). Salman et al. (2019) look
at the halal enactment as a clear competitive benefit in Islamic higher education
in terms of preparing the millennial generation in Indonesia. Notable findings from
their study involve the level of knowledge and understanding of halal products and
the development of Islamic higher education. For the first finding, the millennials’
comprehension of halal products is mainly limited to food and slightly to cosmetics;
awareness of halal hospitality and financial services is also still restricted to certain
programmes. Most students learned about the halal subject at Institut Agama Islam
Negeri (IAIN, State Islamic Institute). For the second finding, IAIN endorses halal
studies through seminars, training or workshops. Indonesian institutional develop-
ment is still in progress with the formation of halal study centres and halal research
centres or laboratories via the collaboration of relevant parties. For effective human
resources, several religious universities have enlisted teaching staff from varying
backgrounds to embrace different areas of halal product development and training.
Noor Haslihsa Hashim et al. (2020) focus more on halal jobs in their study, discov-
ering the degree of awareness, knowledge and attitudes towards halal careers among
Muslim university students as well as determining any relationship between the three
factors. Their findings reveal that the respondents mainly have a high degree of aware-
ness, sufficient knowledge and a positive attitude towards halal occupations. The
study also shows that the higher the knowledge and awareness of halal jobs among
the students, the higher the behavioural intention towards the possibility of working
in the halal department. Noor Haslihsa et al. conclude their study with two major
recommendations. First, higher education institutions should provide greater oppor-
tunities and incentives, namely field trips to halal-verified companies and factories
as exposure for future employees and as a means to gather information regarding the
requirements for halal industry careers. Second, exposure towards halal jobs should
not be limited to higher education; in fact, the basics of halal education need to be
introduced in primary schools. The last study by Mas Wahyu Wibowo et al. (2021)is
another examination of Muslim millennials from Indonesia, but centred this time on
their decision-making process for halal food purchases with different levels of knowl-
edge and education. The study shows that consumers of lower education levels do not
internally evaluate halal food products and find no health benefits or animal-friendly
attributes of halal food, and thus there is a negative and insignificant relationship
between attitude, knowledge and purchase intention. By contrast, consumers with
higher education levels can evaluate the health gains and animal-friendly principles
of halal food, prompting them to purchase the products and therefore demonstrating
a positive and significant relation between attitude, knowledge and purchase inten-
tion. The study also indicates that millennials with a lower level of education have
restricted processing aptitude while those with a higher level of education possess
critical thinking aptitude; both conditions seemingly affect patterns of halal product
consumption.
From these studies, it is clear that halal education needs to be emphasised. They
disclose several strategies in an attempt to promote halal education, such as courses,
4Halal Education and Knowledge in Brunei Darussalam, Malaysia … 63
seminars, workshops and training (Salman et al. 2019). Educational institutions
collaborate to establish or enhance halal programmes as well as construct halal
centres or laboratories. Others enhance their existing curricula to include halal-
related topics. They are touched upon in certain compulsory religious subjects which
are made available in primary and secondary schools (Wahyudin et al. 2018). The
study by Siti Zanariah and Nor Azura (2017) is also crucial as it depicts the enthu-
siasm to learn about halal from both parents and children; in other words, halal
education is suitable not only for higher institutions but also for schools at an earlier
stage. The last two studies (Noor Haslihsa et al. 2020; Wibowo et al. 2021) signify the
necessity of halal awareness or knowledge to increase students’ interest in pursuing
halal professions, which in turn increases the number of halal workers and eventually
facilitates the development of halal industry.
Halal education varies in Brunei, Malaysia and Japan due to differences in culture,
regulatory frameworks and market demand. Here is a summary comparison of halal
education in each country.
First, Brunei has a comprehensive halal regulation framework set by Majlis
Ugama Islam Brunei (MUIB, Brunei Islamic Religious Council), which oversees
all aspects of halal certification, including education. The Brunei religious educa-
tion system comprises primary, secondary and tertiary levels offering Islamic studies,
including halal-related topics such as the concept of halal and haram,halal slaughter,
and halal industry regulation. Brunei also recently established the Institute of Halal
Research and Management (IHRAM) to provide continuing education and training
on halal certification (Hjh Siti et al. 2021).
Second, Malaysia is a leading halal industry player globally, with a well-
established halal education system. The country has various academic and technical
institutions, such as the International Islamic University Malaysia which offers under-
graduate and postgraduate courses in halal science, and the Universiti Sains Islam
Malaysia which offers a diploma in halal science and management. The Malaysian
government also established the HDC which works with local universities and other
institutions to provide halal education and training courses.
Third, Japan is a growing market for halal products and the government has taken
steps to develop halal education to support its growing industry. The Japan Halal
Association provides halal certification and runs halal training seminars and work-
shops for businesses (Pg Siti Rozaidah 2024). Kyoto University offers bachelor’s
and master’s degree programmes in halal science and technology, and Tokyo Camii,
which is the largest mosque in Japan, provides regular halal education and training
programmes to help develop the local workforce.
In sum, Brunei, Malaysia and Japan all recognise the importance of halal educa-
tion and have established various initiatives to support the halal industry. Brunei
and Malaysia have more formal and extensive halal education systems, whereas
Japan is currently developing halal education programmes to support its growing
halal industry. As a result, all three countries play a crucial role in the global halal
industry and strive to ensure their products comply with the principles of halal.
64 Rozaidah Idris
4.3 Halal Education in Brunei, Malaysia and Japan
This section identifies halal education of any form at halal institutes, centres
and departments of universities in Brunei, Malaysia and Japan. Other related
organisations that provide halal awareness or courses are also included.
4.3.1 Brunei
Norhidayu et al. (2017) discuss the initiation of halal studies and research in Brunei,
which began with the establishment of the Halal Science and Metrology Centre.
In collaboration with Osaka University, Florida State University and the Japan Food
Research Laboratories, the centre was founded by the Ministry of Energy, Manpower
and Industry (now the Department of Energy). The centre aims to reinforce integrity
in terms of generating halal science products and innovative approaches. The
services offered by the centre comprise DNA analysis for porcine elements in raw
substances and completed products by utilising polymerase chain reaction (PCR)
sequencing, enzyme-linked immunosorbent assay (ELISA) test kits and Fourier
transform infrared spectroscopy (FTIR) tools as well as gas chromatography for
alcohol detection. Other than the centre, Brunei is proposing to build an academy
as well, reserved specifically for halal product development involving halal scien-
tists and specialists in halal industry and syariah. The planned academy is intended
to reinforce credibility in decision-making exclusively on halal matters and issues
(ibid.).
Universiti Islam Sultan Sharif Ali (UNISSA) was established in 2007 to become
an Islamic higher education hub in Asia and to generate pious and proficient leaders
who, through academic brilliance, research and community service, contribute to the
development of the Muslim community throughout the world (ummah) (UNISSA
2024a). In the effort to localise and globalise the halal industry, UNISSA has empow-
ered two aspects of the main demands: halal and tayyib in research, studies and
professional services (Nurdeng Deuraseh 2020a). In line with the vision, mission
and motto of UNISSA, the Halalan Thayyiban Research Centre was established as
the university deems that the study of halal science is essential given that it is among
the cores of the development, appreciation and implementation of the concept of
the ideal state and political conditions (baldatun thayyibatun wa rabbun ghafur)
(Nurdeng Deuraseh 2020b). The Halalan Thayyiban Research Centre has a vision to
advocate for halal and tayyib products as the basis for achieving this goal, together
with a mission to become an exceptional research centre internationally (UNISSA
2024b). The programmes offered by the centre range from a bachelor’s degree in halal
science, a master’s degree in halal science specialising in management or laws, either
by research or coursework, and a PhD degree in halal science, also specialising in
law or management. The bachelor’s programme is designed to develop the students’
skills in professional decision-making and enhance their knowledge which can assist
4Halal Education and Knowledge in Brunei Darussalam, Malaysia … 65
them in thinking, acting and developing piety towards Allah. The master’s degree
in halal science and management equips students with improved and professional
knowledge via practices and courses as well as exposure to the newest developments
in the halal field, while the master’s degree in halal law centres on syariah and civil
laws in connection with the local and global halal industry. The doctoral programme
aspires to enhance the capability of students in integrating knowledge and expertise
achieved through research with the use of analytical and critical thinking skills, hence
contributing to the research progress of halalan–tayyiban (ibid.). Minor programmes
are also being offered along with courses, seminars, workshops, training and profes-
sional services (Nurdeng Deuraseh 2017). The notable increase in the number of
enrolments and graduates of UNISSA over the years indicates that there is also a
growth of interested and qualified individuals for the halal workforce (Department
of Economic Planning and Statistics 2019). With regard to cooperating with other
organisations, a seminar on halal education was held by UNISSA as a joint event
with Kolej Universiti Perguruan Ugama Seri Begawan (KUPU), a religious teachers’
university, to encourage collaboration between the two universities to produce Islamic
scholars, as decreed by the sultan (Rokiah 2020).
4.3.2 Malaysia
Norhidayu et al. (2017) explore the development of halal training programmes,
formal studies and research in Malaysian public university research centres and the
private sector that are dedicated to enhancing the quality of human capital to support
the domestic halal industry. The university research centres mainly centralise on
two key areas: halal management and halal scientific research. The centres offer not
only multiple academic degrees in halal studies ranging from diplomas to doctor-
ates but also deliver training programmes for industrial practitioners, professionals,
academics and the public. The HDC also offers different programmes, including
halal short courses and auditing courses, to create a proficient halal workforce.
There is also funding under the Halal Industry Master Plan 2030 to establish halal
laboratories (MITI 2023).
Maisarah Hasbullah et al. (2017) discuss the notable foundations of halal research
institutes in public higher education. Among them are the Institut Penyelidikan
Produk Halal (IPPH, Halal Products Research Institute) at Universiti Putra Malaysia
(UPM), the Institute of Halal Research and Management (IHRAM) at Universiti
Sains Islam Malaysia, the International Institute for Halal Research and Training
(INHART) at the International Islamic University Malaysia (IIUM) and the Univer-
sity of Malaya Halal Research Centre (UMHRC). IPPH was formally instituted in
July 2006, centring its work on research and development of halal products. It also
has a major role in granting support to numerous sectors and government and non-
governmental bodies, including Jabatan Kemajuan Islam Malaysia (JAKIM, Depart-
ment of Islamic Development Malaysia) and UNISSA. Meanwhile, IHRAM was
also established in 2006 in order to specifically focus on halal science. INHART is a
66 Rozaidah Idris
halal industry research centre founded in August 2011 as a response to the escalating
growth of the halal industry. It aims to provide a platform for IIUM to support the
government’s ambition in nominating Malaysia as the global halal hub and to support
the efforts in the halal industry internationally. In order to do so, it offers world-
class education, training, research and consultancy on the halal industry (INHART
2024). The institute also provides master’s courses in halal industry management
and halal industry science and a PhD in the halal industry. Formerly the Interna-
tional Halal Research University of Malaya (IHRUM), UMHRC was initiated in
2013 with a mission to build holistic halal research through catalysing knowledge,
preparing services and commercialising halal products as well as providing halal-
related services, training and consultancy (UMHRC 2024a). The centre provides
halal programmes of various kinds in basic training, industry awareness training,
professional training and technical competent person training; topics like slaugh-
tering, auditing and consumerism are covered (UMHRC 2024b). UMHRC also
conducts a series of halal seminars, school holiday programmes, coaching, mini-
symposiums and collaboration with national and international research institutions
in the same field.
Founded in July 2016, the Halal Science Centre at the University of Cyberjaya
aims to raise awareness of halal matters and develop specialised services, especially
in pharmaceuticals and cosmeceuticals, to meet global demands for a halal lifestyle
(UoC 2024). It also provides consultancy for small- and medium-sized enterprises
registering for halal certification and training for institutions and individuals pursuing
the halal science sector. The centre is also in the process of collaborating with halal
industrial key players, for instance, the Department of Standards Malaysia, the HDC,
Halal International Selangor and others. At the Management and Science Univer-
sity (MSU) is the International Centre for Halal Studies (ICHLAS) (MSU 2024).
ICHLAS acts as a one-stop centre for conducting the promotion and development
of matters concerning research, training and education exclusively on halal prod-
ucts and services such as cosmeceuticals, pharmaceuticals and traditional Chinese
medicine, logistics and halal ecotourism. The centre operates closely with JAKIM
to uphold its credibility with Islamic regulation. MSU also offers a bachelor’s degree
in halal quality assurance, covering topics such as quality management in the halal
industry. At INTEC Education College, a diploma programme is offered in scientific
halal practices (INTEC Education College 2024). Its purpose is to generate experts
in scientific halal involving the execution of halal practices in varying industries,
particularly in food services, pharmaceuticals, logistics, manufacturing and manage-
ment. The students are engaged in theoretical and practical work to prepare them as
future specialists in the global halal industry.
4.3.3 Japan
Empirical studies or any form of information on halal education in Japan are remark-
ably scarce. According to Neneng Konety et al. (2021), the halal industry sector in
4Halal Education and Knowledge in Brunei Darussalam, Malaysia … 67
Japan is incredibly developed, almost on par with the halal industry in Muslim
countries. Their study identifies sectors as halal food, restaurants, cosmetics and
fashion. There is also a significant growth in halal tourism. According to Abdur
Rakib Nayeem et al. (2020), Muslim-friendly lodgings and eateries are provided by
the tourism department to attract Muslim travellers. With all these thriving sectors,
the development of halal education in Japan remains vague, but there are still notable
halal-centred organisations operating.
The Japan Halal Research Institute for Products and Services (JAHARI) was
launched in 2014 and is registered as a non-profit organisation (JAHARI 2015a).
It aims to assist Japanese halal companies with competitive opportunities and to be
internationally recognised as leaders in the execution of advanced halal-based science
and technology (JAHARI 2015b). JAHARI has constructed a worldwide network of
professionals in distinct areas of halal to work jointly on the innovation of halal
products and services as well as halal authentication. With their collaboration, the
organisation investigates halal in the context of Japan, the difference between Japan
and countries where halal is strictly enforced by the government, and discovers
enhanced science and technologies that Japan possesses that could help develop and
create sustainable halal products and services for the global market (ibid.).
The Halal Japan Corporation (HJC) was founded in December 2015 to estab-
lish halal standards, review, approval and support for product dissemination and
services within and outside Japan. To increase halal awareness and encourage halal
businesses in the country, HJC hosts knowledge expansion events such as spon-
sored seminars (HJC 2024a). It also collaborates with JAKIM, the Malaysian halal
certification agency. With the agency’s supervision, HJC offers halal courses, such
as halal Introductory Course, introductory seminars and hospitality seminars for
non-Muslims (HJC 2024b).
As mentioned earlier, Osaka University collaborates with Bruneian institutions. In
October 2020, the university held the 4th Joint Symposium with UNISSA, Universiti
Brunei Darussalam (UBD) and Universiti Teknologi Brunei (UTB) (Osaka Univer-
sity 2020a). The symposium comprised an introduction to the recently launched
Osaka University International Certificate Program (OUICP), a fused educational
programme in collaboration with Osaka University campuses in Association of
Southeast Asian Nations (ASEAN) states, and research presentations from repre-
sentatives of both Osaka University and Brunei. There was an animated exchange
of insights on halal science during the open discussion. The OUICP began in 2018
when Osaka University expressed interest in collaborating with Brunei institutions
and founding the OU ASEAN Campus (UTB 2021). It aims to provide solutions
to issues in the ASEAN region while assisting in the development of infrastructure
to benefit those societies in various fields, including through halal science (Rokiah
2021). Halal science, technology and innovation is one of the courses under the
auspices of the OUICP, with the objective of understanding halal in the context of
modern society from a scientific view and learning the foundation for developing the
correlations between halal, innovation and technology (Osaka University 2020b).
The students who joined the course took modules such as halal science, sustain-
able development goals, advanced technology forhalalan–tayyiban, and product and
68 Rozaidah Idris
service innovation for halalan–tayyiban; when they completed the course, students
were given certificates for participation (Rokiah 2021;UTB2021). The students
were taught by lecturers from Osaka University, UBD, UNISSA and UTB as well
as invited lecturers from the Brunei Ministry of Primary Resources and Tourism
(MPRT) and the Japan Halal Association (Rokiah 2021).
It is clear from the above discussion that considerable effort has been made to
advance halal education. Malaysia by far has the most established halal centres with
wide-ranging options in available degree programmes. There are many collaborations
between institutions which help develop domestic halal education by exchanging
information and producing joint programmes. Malaysian institutions and centres
explore a large variety of halal sectors and are not restricted to halal food. The halal
Science Centre at the University of Cyberjaya, for instance, centres on the cosmetics
and pharmaceutical sectors. Malaysian institutions also work together with the halal
certification agency JAKIM.In Brunei, several programmes are available at UNISSA.
But the country only has one established laboratory or centre for halal research which
is organised in cooperation with Osaka University. The centre works on detecting
non-halal ingredients and alcohol using advanced technology. In Japan, halal educa-
tion in institutions is lacking, but Osaka University has established a programme in
collaboration with Brunei institutions that offer courses on halal science for inter-
national students. Many of the highlighted institutions and organisations also offer
training and seminars for halal personnel to improve and increase human capital.
4.4 Conclusion and Recommendations
The growing halal industry on a worldwide scale, affecting both Muslim and non-
Muslim countries, has led to a perceived need for halal education. The studies on
halal knowledge indicate that knowledge or awareness of halal can influence the
consumption behaviour of halal products. The authors of these studies mainly suggest
a proper halal education to develop society’s knowledge of halal. The studies on halal
education show that educational institutions work with others, typically international
universities, to create and improve halal education programmes. The institutions
also established halal centres or laboratories. Universities from Brunei, Malaysia
and Japan have reportedly executed strategies similar to the previous research. They
establish halal centres, collaborate with other institutions, and provide seminars,
training and courses on various topics about the halal divisions. Malaysia, in partic-
ular, has the most established halal education infrastructure of the three countries.
Brunei’s halal education is limited to UNISSA and its halal research centre while
Japan’s halal education is limited to a programme founded by Osaka University.
It is recommended that Brunei produce more empirical studies or investigations
that keep track of the local developmental progress of halal education so that the
country can improve this field. Brunei may use Malaysia as a benchmark to upgrade or
add more halal programmes so that future students have a broader range of courses
to choose from and the domestic halal workforce can be improved. Meanwhile,
4Halal Education and Knowledge in Brunei Darussalam, Malaysia … 69
Brunei may also use its collaboration with Japan to enhance the halal laboratories
or establish more halal centres, utilising advanced technology from Japan. More
institutional collaboration should take place either with national or international
universities so that the available halal programmes are further developed and in line
with the current needs and issues of the global halal industry. In the future, perhaps
Brunei can also incorporate halal as a subject into the school curriculum at an earlier
stage.
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Rozaidah Idris is an Assistant Professor in leadership at UBD School of Business and
Economics, Universiti Brunei Darussalam. She has a PhD in Management Learning and Lead-
ership from Lancaster University Management School, United Kingdom. Her research interests
are interdisciplinary. She is currently leading a university research grant on the halal industry
in Brunei Darussalam and other countries as well as being a coleader for research on youth
employment in agriculture. Her current research focus includes halal studies, public sector leader-
ship, Islamic perspectives on leadership and cultural studies on leadership. Other areas of interest
are in human resource development policies, competency frameworks and employability. She
represented Brunei Darussalam at the APEC HRD Working Group Meetings under the Capacity
Building Network from 2009 to 2014. She has also been invited as a guest speaker and trainer for
several leadership development programmes and human resource summits.
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