Australia: Malek Fahd Islamic School 'fees' funding Australian Federation of Islamic Councils

By Leo Shanahan, The Australian August 22, 2011 12:00 AM

THE nation's peak Muslim body is extracting millions of dollars in rent and fees from a successful Islamic school in Sydney that draws most of its funding from taxpayers.

Documents reveal the Malek Fahd Islamic School paid the Australian Federation of Islamic Councils $5.2 million last year alone, an amount equal to one-third of the school's educational funding from the federal and state governments.

An investigation by The Australian has uncovered millions of dollars in funds charged to the school, including unexplained "management fees".

The school has also been charged $2.59m in back rent after AFIC retrospectively altered a lease agreement in 2009.

Last year, it paid $3.15m in "management fees" to AFIC, which included $2.2m in "management fees back charge".

AFIC, also known as Muslims Australia, has not explained how the fees are being spent by the organisation, despite detailed questions from The Australian.

Malek Fahd, in Greenacre in Sydney's west, received $15.7m in educational funding from the commonwealth and NSW governments last year, accounting for 74 per cent of its overall income.

According to the school's financial statement, it received a total of $19.6m in government funding last year, with the figure boosted by cash from the federal government's Building the Education Revolution program.

The school of about 2000 students is widely considered a success story for Islamic education in Australia, rating 15th in NSW HSC system ratings last year and in the top 10 in 2007.

The school is listed as independent and is a separate legal entity from its landowner and founder AFIC. Government funds are given directly to the school, not to AFIC.

Both are not-for-profit organisations, with the school entitled to a range of tax concessions as a charitable institution.

In 2008, a lease was signed between the school and AFIC that set annual rent for the Greenacre property at $1.3m, but documents reveal that in 2009 the lease was changed to increase the rent to $1.5m a year. The agreement was backdated to January 2004, resulting in a one-off payment of $2.59m going to AFIC.

According to the school's last financial report, another deal saw the school hand over a lump sum of $2.2m in backdated management fees to AFIC, with another $959,800 handed over for management costs in that year.

Neither the school nor AFIC can explain what the management fees are charged for.

AFIC president Ikebal Patel, who has held the role since 2007, is also the chairman of directors of the school. He was briefly removed from the position of AFIC president by the AFIC congress in 2008, but was reinstated after a complex federal court challenge to the legitimacy of the vote.

When asked by The Australian how he explained the fees being charged to the school and where and how AFIC was spending the funds, Mr Patel said: "The financial statement is out there. If you want to discuss anything else I'm happy, but I'm not going to discuss any of this."

Mr Patel has not replied to questions in writing about how the large fees were justified or where the money was being spent.

Mr Patel would also not answer questions as to how much he or other members of the AFIC executive were personally drawing in income or any other payment from AFIC funds.

Intaj Ali, the school's principal, told The Australian that "all questions about the school's finances should be directed to the school's director, Ikebal Patel".

However, it is understood that Dr Ali - a respected educator who has been principal since the school's inception in 1990 - is privately furious over the manner in which AFIC has been using the school's funds.

Senior figures at the school and in the Islamic community are angry the school is being denied its funds to reinvest into the school, which has large classes and generally caters to students of non-English speaking backgrounds and of lower socioeconomic groups. The school receives proportionately larger government funding for this reason.

The Greenacre school site was purchased by AFIC in 1989 for about $2.2m with funds from the Saudi royal family. The school, which charges fees of about $1200 a year, has been responsible for funding the construction of its own buildings.

Along with Mr Patel as chairman of directors of the Malek Fahd, the school's board also has several other AFIC executives. These include AFIC vice-president Hafez Kassem, treasurer Mohamed Masood and assistant AFIC treasurer Ashraf Usman Ali.

Neither the commonwealth nor the NSW education department has provided comment on the matter, but The Australian understands the school's funding issue has been brought to the attention of NSW Premier Barry O'Farrell's office.

Source: http://www.theaustralian.com.au/national-affairs/malek-fahd-islamic-school-fees-funding-australian-federation-of-islamic-councils/story-fn59niix-1226119264022

Becoming an MI-inspired teacher

By HENRY S. TENEDERO, Manila Bulletin Online, August 18, 2011

Henry S. Tenedero, AIM MDM President, Center for Learning and Teaching Styles, Philippinesand MINDful Ideas Executive Vice President, Philippine Marketing Association (PMA) Executive Board Director, International Learning Styles Network, US and Scandinavia Founder, Communities Honoring Individual Learning Diversity (CHILD) President, Thomasian Alumni Leaders Association, Inc. (UST TALA)Email: htenedero@yahoo.com cp # 0917-473-0307

To me, the concept of Multiple intelligence (MI)theory transcend what its description. As a Muslim engaged in the education sector, MI aligns itself with the quest for justice. Being just to each student and developing the child based on personal and potential capacity rather than treating all like an 'assembly line'. And this sense of justice echoes the education philosophy articulated by the likes of Al-Ghazzali.
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MANILA, Philippines — Multiple intelligence (MI) teaching is not different from what many teachers have been doing. It does however challenged the purely lecture-then-test approach procedures and be replaced with enhanced activities catering to diverse, authentic and meaningful programs and activities.

There is not one correct way to teach MI but instead there are ranges of options that one may consider as starting points. The art of MI teaching is a personal activity that requires careful thought regarding individual growth and professional effectiveness.

HOW TO EXPAND YOUR STRENGTHS. Add one intelligence at a time to your teaching in a way that is comfortable for you but still stretches your teaching repertoire. Develop a year long personal development plan to add one or several different MI teaching activities. Gather like-minded colleagues and brainstorm MI strategies.

HOW TO DEVELOP AND USE THE POWER OF THE MI LANGUAGE. Use MI language to unpack your thinking to describe how you solve problems, create things and provide valuable projects. Bring in expert guests (engineers, architects, social workers, clergy, musicians, etc) to teach students the language used by people in the filed. Connect MI to the school's curricular and extra-curricular activities.

HOW TO HIGHLIGHT AN MI DAY/WEEK/MONTH. Make one minute MI news flash! Bring in expert guest who exemplifies the assigned intelligence. Teach alternative strategies using each intelligence. Have student expert volunteers speak briefly on the daily MI and how it is used in their career paths.

HOW TO INTEGRATE MI INTO LESSON PLANS. Put the development of student self-awareness on the front burner of your curriculum. Give a range of MI choices for projects and learning activities. Provide forms for student self-assessment. Have students use goal setting, project planning, self-monitoring and evaluation forms. Provide opportunities for feedback and evaluation to the students.

HOW TO HIGHLIGHT STUDENT STRENGTHS. Make careful observations of your students and create assessment of their MI. Recognize and value students who are strong in non-academic area and link it to the curriculum. Make strong efforts to connect student strengths and the curriculum material. Avoid making comments about student abilities that create paralyzing negative experiences.

A MANY-SPLENDORED THING

Howard Garder introduced MI in his groundbreaking book "Frames of Mind’’ in 1983. Since then intelligence has been redefined as a "many-splendored" thing. Dr. Gardner's contribution has been hailed by educationists around the world and indeed it has totally changed our perceptions about education, and about life in general.

Dr. Brandon Shearer, in his presentation during our Multiple Intelligences, Learning Styles and Assessments International Conference has creatively put the transition steps from IQ to MI - Awareness - Acceptance - Integration - Community Connections - Lifelong Learning and service.

There is indeed a felt need within the Philippine education community for a renewal of the education system so that it can better serve the developmental needs of our nation and of our people.

In place of the tradItional IQ-based theory and learning processes limiting human intelligence to linguistic and logical-math spheres, Gardner's MI is a more accurate and dynamic description of the vast and varied intellectual potentials of each individual learner.

After all we keep on saying that between hope and despair, education is the great equalizer!

BETWEEN HOPE AND DESPAIR, EDUCATION IS STILL THE GREAT EQUALIZER

Source: http://www.mb.com.ph/articles/331115/becoming-miinspired-teacher


Holistic learning and the learning atmosphere

By HENRY S. TENEDERO, Manila Bulletin Online, August 11, 2011, 8:00am. The author is the president of the Center for Learning and Teaching Styles and MINDful IDEAS, an affiliate of the International Learning Styles Network, based at St. John’s University in New York.

Why patronize holistic learning? Isn't Islamic education about "dunya" and "akhirat" together?
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MANILA, Philipppines — All learning involves our body, mind, emotions, attitudes and others. All of our feelings, beliefs, personal problems, and attitudes affect our learning capacity. Teachers need to consider the emotional disposition of students because those who are not emotionally disposed will not achieve optimal learning.

Holistic learning recognizes the body-mind-feeling linkage.

Negative emotions need to be processed while the positive ones need to be drawn out. Engaging the total human person - body, mind, spirit - with emotionally provoking activities improve learning and retention.

The classroom learning environment involves design, seating arrangement, temperature, color, sound, light, and peripheral learning materials. Generally, the seating arrangement is linear for easeon the part of the teacher to check
attendance.

The sitting posture is so formal that students endure sitting with only four square inches of the bones to support the upper body weight. Because of the resulting discomfort, students become fidgety and uneasy and are misconstrued to be misbehaving.

Perhaps it is time that students are allowed to sit in a manner convenient to them. Where environment is also concerned, perhaps classical music or different kinds of light that the students prefer might be used. Both factors have been proven to increase learning retention.

Peripheral learning like posters, charts, graphs and quotations allow the students to peripherally intensify and enforce their learning and memory retention unconsciously.


The teacher factor

Teacher-factor is very important. A highly motivated teacher excites and emotionally provokes students to learn. Almost always, a boring teacher produces a boring class. There are no boring subjects.

How subjects come across depends on the presentation and modality emPloyed by the teacher. Teachers need to enhance and update their facilitation skills. Authority in the realm of teaching and training implies being a person who is worth listening to.

The culture or habit of affirming a student instead of laughing at his mistakes need to be developed.

Laughing at a student's mistakes damages his self-esteem. Students attain optimal learning and memory retention given a meaningful and positive learning climate, whether at home or in school, like positive comments, joyfulness, childlikeness, social acceptance, enthusiasm, and stimulating challenges.

Source: http://www.mb.com.ph/articles/330189/holistic-learning-and-learning-atmosphere