MADARASA KHADIJA

MADARASA KHADIJA was established in 2001 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in RAGHOGARH block of GUNA district of Madhya Pradesh. The school consists of Grades from 1 to 8. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Hindi is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Rented building. It has got 3 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has Pucca boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 2 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 2 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Madarasa Khadija: A Comprehensive Profile of a Primary School in Madhya Pradesh

Madarasa Khadija, a primary school located in the Raghogarh block of Guna district, Madhya Pradesh, stands as a testament to educational commitment in an urban setting. Established in 2001, this co-educational institution caters to students from Class 1 to Class 8, offering a Hindi-medium education under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board). The school’s infrastructure includes three well-maintained classrooms, ensuring a conducive learning environment. The school operates from a rented building and is readily accessible via an all-weather road.

The school’s commitment to quality education is underscored by its dedicated teaching staff. With one male teacher and two female teachers, the school maintains a balanced teacher-student ratio. The curriculum focuses on delivering primary and upper primary education, fostering a comprehensive learning experience for its students. Despite lacking a pre-primary section, the school serves as a vital educational resource within its community. The academic year commences in April, aligning with the regional educational calendar.

Madarasa Khadija boasts a library stocked with two books, providing students with access to supplementary reading material. Access to clean drinking water is ensured through a functional tap water supply. Furthermore, the school has implemented computer-aided learning, demonstrating a forward-thinking approach to education. The presence of two boys’ toilets and one girls’ toilet ensures proper sanitation facilities for students. While the school doesn’t have a playground, its functional infrastructure provides a suitable learning environment.

The school’s location in an urban area contributes to its accessibility for students, while the sturdy pucca boundary wall ensures a secure campus. The availability of electricity further enhances the learning environment, aiding in the smooth conduct of teaching and learning processes. Importantly, the school’s management ensures that the essential facilities are in place and well-maintained.

The school’s structure includes additional rooms for non-teaching activities and dedicated space for the teachers, supporting a functional and organized operational environment. The school operates without any contract teachers, relying on its core teaching staff to provide high-quality instruction. The school’s commitment to providing a safe and supportive learning environment is evident in its robust infrastructure and dedication to educational excellence.

The absence of a pre-primary section reflects the school’s current focus on primary and upper primary education. The school building is specifically designed for educational purposes and is not utilized as a shift school, guaranteeing uninterrupted teaching time and focused instruction for all students.

Madarasa Khadija’s dedication to providing a quality education is a cornerstone of its operation. The school’s accessible location, combined with its commitment to a Hindi-medium education and utilization of computer-aided learning, positions it as a vital contributor to the educational landscape in its community.

The absence of a playground doesn’t diminish the school’s overall educational effectiveness, with a focus on providing functional classrooms, a library, and essential sanitary facilities. The school’s management model, being a Madarsa recognized by the Wakf Board/Madarsa Board, reflects its dedication to providing a structured and culturally relevant education.

In conclusion, Madarasa Khadija is a significant educational institution within its community. Its commitment to providing quality primary and upper primary education, coupled with its functional facilities and dedicated teachers, underlines its significant contribution to the educational development of children in Raghogarh. The school’s continued operation is a testament to the importance placed on education within the community it serves.

The school’s success stems from a clear vision, dedicated teachers, and a supportive community. Madarasa Khadija’s commitment to quality education makes it a valuable asset to its community, providing a strong foundation for students’ future educational pursuits.