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The purpose of this paper is to examine money laundering cases investigated by the Central Bank of Malaysia under the Anti‐Money Laundering and Anti‐Terrorism Financing Act 2001.

This study analyzes the contents of public releases by the enforcement division of the Central Bank for period 2007 to 2011. Analysis of data is carried out based on three categories: the predicate offence, the perpetrators and current status of the cases.

Findings reveal that most cases investigated by the Central Bank relate to sec 4(1) of AMLATFA 2001 and the main predicate offence related to the money laundering charges are on illegal deposit taking. Further it is found that directors of companies are the leading group of people charged under the Act for money laundering. In addition, findings also show that only half of the cases investigated have been charged in court.

Data from this research only come from enforcement releases from the Central Bank of Malaysia. Since AMLATFA2001 is administered by multiple agencies, the research may not provide a comprehensive view of all the cases investigated. Future research should look at other agencies and in particular the Royal Police of Malaysia.

Findings from the study suggest that prosecuting money laundering cases by Bank Negara Malaysia are limited to cases with predicate offence of illegal deposit taking. The agency should explore other predicate offences and the concept of “irresistible inference” to increase its effort in prosecuting money laundering activities in the country.

The paper documents and analyzes the actual cases being investigated for money laundering offences. It provides basis for the standard setters to evaluate their effort to curb money laundering activities in Malaysia.

The purpose of this study was to examine the process of embedding values implemented by excellent teachers in teaching Islamic education in the multi-cultural society.

This study was a qualitative study, which used a combination of in-depth interviews, observation and document analysis for data collection. Using a purposive sampling technique, seven excellent Islamic education teachers were selected. The data were analysed using Atlas.ti 7.1.7.

The findings of the study show the process of embedding values among excellent teachers include the following aspects: teachers take into consideration the various differences among individuals in their classes, especially of learners’ names and family backgrounds, humour elements, praising of students, lectures, repetition practical areas, problem-solving and question and answer sessions. A variety of methods are used in the process of embedding values including two-way interactions between teachers and students. Teaching happens in stages that link to the cognitive level of the students and these learning environments allow the values to be exposed, taught and personally experienced by the students.

This study shows that teachers should use various types of teaching methods, i.e. light-hearted element, praising students, lectures, repetition, practical areas, problem-solving and question and answer sessions, to embed values during the lessons of Islamic education. Interaction between students and teachers takes place and creates a transformative process of knowledge and allowing the positive values to be taught effectively. They start to learn and appreciate the values of others and also be able to practice them in their daily lives. The students were exposed to the diversity of culture and various types of background of their friends. The awareness of the teachers in creating a learning environment that is sensitive to all students is very important. Thus, these methods should be taken into consideration by teachers to teach values and should be exposed during teacher training so they are able to implement them in the classroom.

This paper explores and describes methods of embedding of values used by excellent Islamic education teachers in the lessons of Islamic education. There are very few studies conducted in this area and this qualitative study is focussed on how values are thought in the lessons of Islamic education. These findings can be used by educators to improve the quality of the lessons based on most effective teaching methods used by the teachers in the lessons of Islamic education.