Support Landscape And Effective Practices & Approaches With Malay/Muslim Families

Azlinah Arif

Yayasan MENDAKI

SCOPE OF PRESENTATION

• Part I: Introduction to Yayasan MENDAKI (YM)

• Part II: Guiding Principles adopted by YM

• Part III: Some practical tips and ways to work effectively with

MM families and help them achieve their aspirations

• Part IV: Sharing of stories of HoPE from Family Excellence

Circles (FECs)

SERVING THE COMMUNITYYAYASAN MENDAKI

IN QUEST OF Vision

Community of Excellence

Mission

To navigate, empower and position the

Malay/Muslim Community at the

forefront of excellence

EXCELLENCESINCE 1982

MTS Students 2013

STAND TALL AS A SELF-HELP COMMUNITY1982 : Pioneer self-help group with main focus on Education

LIFELONG LEARNING IS OUR KEY ENABLER2002 & 2003 : Target four key areas: Education, Youth, Family, Employability through CLF

A HELPING HAND, CONNECTED , ALWAYS2013 & 2014 : Launch of MENDAKI@ Heartlands

A PROGRESSIVE

COMMUNITY

ASSISTANCE+ FINANCIAL

+ RESOURCES

PROGRAMMES

ALLIANCES

+ EDUCATIONAL

+ DEVELOPMENTAL

+ COMMUNITY OUTREACH & ENGAGEMENT

+ COMMUNITY LEADERS FORUM

+ MENDAKI SENSE

Yayasan

MENDAKI

Family

Service

Centre

Mosque

Cluster

CDC/

SSO

Student/Family

Social Development

Officer

• Short-term financial

assistance

• Social & Youth Development

• Islamic Learning

Social Assistance

Officer

• Short-term financial

Assistance

• Courses

• KiFAS/CFAC

• SCFA

Social Worker

• Casework &

Counselling

• SPMF

Community Outreach

Officers

• Co-ordinator/Link

• Educational asst

• Job placement asst/

Skills Upgrading

Courses

•Core Parenting Skills

OUR APPROACH : CHILD-CENTRIC

Schools

School Reps

•ECG

•Counselling

•Opportunities

WE AIM TO

BE IN THEIR

JOURNEYS

PERFORM IN

SCHOOL

7 – 17 years old

Strengthen foundations

Nurture aspirations

SCHOOL

READY

FUTURE

READY

0 – 6 years old

Build strong roots

Level up from the start

18 years old and above

Realise potential

The Learning Festival 2014

PROGRAMMES

SCHOOL

READY

PERFORM IN

SCHOOL

FUTURE READY

PRESCHOOL

0 – 6 years old

LOWER PRIMARY

Pri 1 - 3

UPPER PRIMARY

Pri 4 - 6

SECONDARY

Sec 1 - 5

POST SECONDARY /

TERTIARY

Jiggle, Read & Rhyme MENDAKI Tuition Scheme (MTS) Future Ready

Conversation Series

kidsREAD Collaborative Tuition Programme (CTP)

Tiga M MENDAKI Homework Cafe Mentoring &

Developmental Activities

(via Youth Space )

Reading Series Reachout, Progress & Excel

(RoPE)

Success PSLE Maths

Seminar

Empowerment Programme

for Girls (EPG)

Youth-in-Action Programme

Family Excellence Circles (FEC)

*EDUCATIONAL

*DEVELOPMENTAL

• EDUCATIONAL

• DEVELOPMENTAL

FINANCIAL (EDUCATIONAL) ASSISTANCE

SCHOOL

READY

PERFORM IN

SCHOOL

FUTURE READY

PRESCHOOL

0 – 6 years old

LOWER PRIMARY

Pri 1 - 3

UPPER PRIMARY

Pri 4 - 6

SECONDARY

Sec 1 - 5

POST SECONDARY /

TERTIARY

Education Trust Fund (ETF)

Awards / Bursaries / Scholarships

Subsidised MENDAKI Tuition Scheme (MTS) /

Collaborative Tuition Programme (CTP) / Other Academic Programmes

Tertiary Tuition Fee

Subsidy (Govt Grant)

Student Loan Scheme

Sponsorship ( overseas

projects, courses, etc)

PUBLIC EDUCATION

SCHOOL

READY

PERFORM IN

SCHOOL

FUTURE READY

PRESCHOOL

0 – 6 years old

LOWER PRIMARY

Pri 1 - 3

UPPER PRIMARY

Pri 4 - 6

SECONDARY

Sec 1 - 5

POST SECONDARY /

TERTIARY

Cahaya M Exam Ready Campaign Financial Literacy (Toolkit

for Young Adults)

Pri 1 Starter Kit Edu-advisors Next Stop Seminar Series

Learning Festival

Parenting Workshops ( Financial Literacy & Core Parenting Skills )

Education Seminar Series

Brunch with MENDAKI

Public Engagement

PROGRAMME

OUTCOMES

• MENDAKI adopts the upstream approach to student and

youth development, with outcomes aligned to MOE’s

Desired Outcomes of Education.

• 4Qs and 5Cs in our students/youths

• Involved & Empowered Parents

GEARING

STUDENTS FOR

THE FUTURE

o In support of the SkillsFuture movement

to help prepare students for the New

Economy.

o MENDAKI works with ECG centres and

national agencies in carrying out various

initiatives.

o Initiatives include FGDs, engagement

sessions with industry leaders, seminars

and learning journeys to growth sectors.

Source: http://www.consultancy.uk/

OUTREACH

Engaging the agencies in a locality

Services & Niche Programmes for Community

Strengthening Relationships

PULSING THE MALAY/MUSLIM COMMUNITY

Engaging the Malay/Muslim families

Understanding the profile, insights and perspectives from the client

Connecting and building trust

Going the extra mile with the intention to nurture relationships

Different narratives to bridge support and services to meet the needs

PULSING THE MALAY/MUSLIM COMMUNITY

FSCs , 18, 11%

SSOs, 19, 11%Mosque Cluster, 5,

3%Mosques, 10,

6%

VWOs, 11, 7%

MAECs, 11, 7%

National Agencies &

Statutory Boards, 6, 3%

Schools, 41, 25%

Malay Muslim Organizations,

16, 10%Others, 28, 17%

Agencies• From 2013- 2015,

a total of 165

agencies were

outreached to, of

which close to 60%

were engaged.

AGENCY OUTREACH AND ENGAGEMENT

24 25

1024

558

Outreach BoothSetups

Events &Networking

Sessions

Outreach Platforms

No ofIndividuals/Householdsreached out to

COMMUNITY OUTREACH AND ENGAGEMENT

EXPANDING OUR REACH

MENDAKI

@Woodlands

MENDAKI

@Pasir Ris

MENDAKI

@Al-Ansar

MENDAKI

HQ

MENDAKI

@Al-Muttaqin

MENDAKI

@Ar-Rabitah

MENDAKI

@AssyakirinMENDAKI

@West*

• Increased reach via public education initiatives in bothtraditional and social media

• Campaigns such as ‘’Raikan Ilmu, RaikanKecemerlangan’’

• Publications such as resources for parents

• More strategic educational platforms such as LearningFestival and educational seminars

OUTREACH EFFORTS

MLE EoC PYD EPF

YM CORE VALUES:

Integrity, Communication,

Innovation, Teamwork, Quality

GUIDING PRINCIPLES

• Conceptualisation of Maju Minda Matematika

(Tiga M)

– Community-based MLE service model

– describes a quality of interaction between a learner

and a ‘mediator’.

– Parents’ Involvement: The Key to Improve Students’

Achievement

– Strong Foundation is vital

– Need for supportive home learning environment

MEDIATED LEARNING EXPERIENCE

Continued increase in the number

of families participating in the

programme

8 out of 10 parents had become

*more confident in helping their children

learn Maths

*more aware of home resources available to

teach math concepts

>90% rated their active contribution in their

children’s learning as most important

factor contribution to their children’s

success

More than 35 partner organisations

4450 parents & 4350 children aged 4 to 6

Survey data from 2007 to 2012 shows:

8 out of 10 students are not in Learning Support Programme (LSP)

COLLABORATIVE NETWORKING

• Design quality educational community programme

• Parent is an asset in the community– Acquisition of skills

– Deepen the parent role as the first teacher

– Higher dignity in parents

• Supporting Partner Organisations to build betterrelationship with their clients while improving theirabilities to manage community programmes

• Facilitating a more enriching experience as part ofprofessional development of TigaM volunteer trainersand volunteer facilitators

KEY ROLE OF YM IN TIGA M

• What is PYD approach?

• Purpose?

• Goals?

• Attainment of– 4Qs

• Adversity, Courage, Emotional,Social

– 5Cs• Internal Traits

(Confidence, Character, Competence)

• External Traits

(Connectedness and Contribution)

POSITIVE YOUTH DEVELOPMENT (PYD)

• Caring must be relational, reciprocal and receptive.

• The cared-for must not be seen as a “problem” to be solved. Rather he or she must be seen as in need of encounters and experiences of caring in order to develop as caring ethical people.

Caring is a ‘new’ perspective

• There must be supportive conditions under which the caring relations thrive: where the cared-for feels safe and welcomed.

• Caring needs generosity, courage and risk taking.

• Carers must maintain a state of readiness to care for each child differently.

Caring is a possible practice

• For positive social, emotional, and academic development, the cared-for must begin to care more for themselves as a result of the care and attention they received from the adults at MTS

Caring is a powerful catalyst

THE FUNDAMENTALS OF ETHICS OF CARE

Modelling

• Tutors have to show in their behaviour in classrooms what it means to care.

Dialogue

• Caring tutors engage in dialogue and they rarely preach, scold, threaten, or punish. Their dialogue is open and respectful.

Practice

• Students develop dispositions from the experiences they go through.

• Tutors provide opportunities for students to practice caring for others.

Confirmation

• Confirmation is the act of affirming and encouraging the best in others.

• Tutors acknowledge the steps students are taking in their process of establishing control over their behaviours, their learning and their personal issues, etc.

FOUR COMPONENTS OF CARE

Ethics of Care

Social

Emotional

Learning (SEL)

Reflective

Practice (RP)

SEL: the process through which children and

adults acquire and effectively apply the

knowledge, attitudes, and skills necessary to

understand and manage emotions, set and

achieve positive goals, feel and show empathy

for others, establish and maintain positive

relationships, and make responsible

decisions. (CASEL, 2015)

RP: the capacity to reflect on action so as to

engage in a process of continuous learning

(Schon, 1983); proactive, ongoing examination

of beliefs and practices (Dewey, 1930)

SUPPORTING PILLARS: SOCIAL EMOTIONAL LEARNING (SEL)

& REFLECTIVE PRACTICE (RP)

• In most programmes, the vital links are thevolunteers

• aims to promote volunteerism as an avenue forpersonal and professional growth, and as aresource for addressing community problems.

• Meeting self-actualisation needs

• Maximising potential of volunteers via acomprehensive progression path known asVolunteer Development Framework

ENHANCING COMMUNITY ASSET

Empowered&

Involved Parent

Communication

Learning Partnerships

Community Collaborations

Decision-making

Participation

Source: Adapted from

1.http://education.qld.gov.au/schools/parent-community-engagement-framework

2. http://www.unicef.org/lac/Joyce_L._Epstein_s_Framework_of_Six_Types_of_Involvement(2).pdf

Linkages to national

initiatives e.g.

FamilyMatters@School

Home-MENDAKI-

School

Partnership

Parent Support &

Recognition platform

for parents

EMPOWERING PARENTS FRAMEWORK (EPF)

• FEC launched in 2005

• Stated Objectives: “to interact, exchange ideas, share best

practices on how to cope with daily challenges (challenges

of parenthood) and embrace life-long learning”

• Progressive growth

FAMILY EXCELLENCE CIRCLE

• “FEC has changed my mindset about education and the importance

of sacrifice as a parent for their children. It is important for a child to

keep learning until they achieve what they want.”

…Mdm Rahemah Mohd Sariff, Evolusi Member

• Ms Sharifah Nadhira Hazrath Muhd Faizal, Year 3 student in

Singapore Polytechnic, is currently doing her internship in MBS as an

editor

SHARING BY FEC MEMBER

• Unique Signature Pedagogy

• Ethics of Care (EoC)

• Strong level of Community Involvement

• Set Clear & Consistent Boundaries

•Confidence

•Competence

•Character

•Connectedness

•Contribution

• Deepen Resiliency

• Returning the Sense of Responsibility

• Belief System

• Knowledge of Child Development

• Involved & Empowered

•Organised System & Processes

• Strong Relationships

•Good Communications

Social Connections

Parent Empowerment

Concrete Support

Child’s Social & Emotional

Competence

KEY TAKEAWAYS

• Outreach to more needy Malay/Muslim families

• Innovate processes and programmes in sharpening

education focus

• Moving up the value chain of services

• Continue to strengthen partnerships and collaborate more

KEY CHALLENGES

• To what extent have needs and aspirations of children beenmet?

• What more can we do for our youth to discover their innerstrength and realise their potential ?

• How do we measure the resiliency in children/youth? Whatnew indicators are required?

• To what extend are we prepared to gear our MM familiesfor the future?

FOOD FOR THOUGHTS

Thank You