AL-MADARSATUL-FAROOQIA LI, ASIF NAGAR

AL-MADARSATUL-FAROOQIA LI, ASIF NAGAR was established in 2005 and it is managed by the Madarsa Unrecognized. It is located in Urban area. It is located in ASIFNAGAR block of HYDERABAD district of Telangana. The school consists of Grades from 1 to 10. 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. Urdu 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 Private building. It has got 7 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 doesn’t have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Al-Madarsatul-Farooqia Li: A Comprehensive Profile of an Urban School in Hyderabad

Al-Madarsatul-Farooqia Li, situated in Asif Nagar, Hyderabad, Telangana, is a private, co-educational school offering primary, upper primary, and secondary education (classes 1-10). Established in 2005, this institution operates under the management of Madarsa Unrecognized and serves the urban community.

The school’s infrastructure comprises a pucca building with seven classrooms, ensuring a conducive learning environment for its students. The school provides essential amenities, including separate functional boys’ and girls’ toilets and a reliable tap water supply for drinking purposes. While the school currently lacks a library and playground, its two functional computers facilitate teaching and learning. Notably, the school building is not utilized as a shift school.

Instruction at Al-Madarsatul-Farooqia Li is conducted in Urdu. The school’s teaching staff consists of two female teachers, dedicated to providing quality education to its students. The school follows the “Others” board for classes 10 and 10+2, offering a unique educational pathway for its pupils.

Accessibility to the school is ensured by an all-weather road, making it convenient for students from the surrounding areas. The academic year commences in April, aligning with the regional academic calendar.

Al-Madarsatul-Farooqia Li caters to students from diverse backgrounds and strives to provide a holistic learning experience. Despite the absence of certain amenities, the school’s focus on providing quality education in Urdu, along with its functional facilities, makes it a vital educational institution within its community.

The school’s location in an urban setting positions it strategically to serve a significant population. The presence of adequate classrooms and functional sanitation facilities demonstrates the school’s commitment to providing a safe and comfortable learning environment. The dedication of its two female teachers underscores a focus on quality teaching.

The school’s reliance on Urdu as its medium of instruction reflects its commitment to promoting the local language and preserving cultural identity. This approach ensures accessibility and inclusivity for students from diverse linguistic backgrounds.

Furthermore, the absence of a pre-primary section suggests a possible future expansion plan to cater to a wider age range of students. This potential for future development highlights the school’s adaptability and ambition to grow and meet the evolving educational needs of the community.

The fact that the school utilizes the “Others” board for higher secondary education points to a non-traditional approach, potentially offering a unique curriculum suited to the specific needs and goals of its student population.

Despite lacking certain facilities such as a library, playground and electricity, the school’s dedication to providing basic necessities like functional sanitation and a reliable water supply demonstrates a commitment to maintaining a safe and healthy learning environment for its students.

The school’s status as a Madarsa Unrecognized, while lacking formal recognition, suggests its dedication to providing education to a specific segment of the population. This commitment to community service is a significant factor in its overall impact on the neighborhood.