ALRAJA ATUL FARJIYA IMLICHAPAR

ALRAJA ATUL FARJIYA IMLICHAPAR was established in 2010 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in KATGHORA block of KORBA district of Chhattisgarh. The school consists of Grades from 1 to 5. 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 Private building. It has got 2 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 Others boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None 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 no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

AlRaja Atul Farjiya Imlichapar: A Comprehensive Overview of a Primary School in Chhattisgarh

AlRaja Atul Farjiya Imlichapar, a primary school located in the Katghora block of Korba district, Chhattisgarh, offers a valuable educational service to the urban community. Established in 2010, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and caters to students from Class 1 to Class 5. The school’s curriculum is primarily taught in Hindi.

The school’s infrastructure comprises a private building with two classrooms, ensuring a conducive learning environment for its students. While lacking certain amenities, the school’s existing facilities are maintained in good condition. The absence of a playground and library, however, presents areas for potential improvement.

The teaching staff consists of three teachers – two male and one female – dedicated to providing quality education. The school operates without a pre-primary section or computer-aided learning facilities. Further, the school does not provide midday meals. The lack of electricity and a reliance on other means for boundary walls highlight the need for infrastructural development.

The school’s location in an urban area implies accessibility, and the mention of an all-weather road suggests ease of access for students and staff. The academic year commences in April, aligning with the general academic calendar. The school’s non-residential nature is explicitly stated, making it a day school.

The availability of one boys’ toilet and one girls’ toilet indicates basic sanitation facilities, although improvements in this aspect could significantly enhance the learning environment. The school’s functional status, though without additional resources, is commendable. The absence of ramps for disabled children underscores a need for accessibility improvements to cater to the diverse needs of students.

The lack of computers and a computer-aided learning lab highlights a significant opportunity to enhance the quality of education by incorporating technology into the curriculum. The absence of a library and books further suggests the potential for enrichment programs to foster a love of reading and learning beyond the classroom. Strategic resource allocation could address these shortcomings.

The school’s reliance on “Others” as the designation for its boundary walls and the board for class 10 suggests the need for further clarification. Similarly, the absence of a head teacher’s name raises questions about leadership and governance within the institution.

AlRaja Atul Farjiya Imlichapar, despite its limitations, serves a vital role in providing basic primary education to the community. Addressing the identified infrastructural and resource gaps could significantly enhance the school’s capabilities and contribute to improved educational outcomes for its students.

The school’s commitment to providing education, even amidst resource constraints, is noteworthy. However, strategic investments in infrastructure, technology, and resources could elevate its educational standard and create a more enriching learning experience for students.

The school’s reliance on a single instruction medium (Hindi) and the absence of supplementary learning resources necessitates further exploration of diversification strategies. The provision of additional learning materials and the implementation of modern teaching techniques could benefit both students and teachers.