ANJUMAN HANFIYA MADARSA SURWARI

ANJUMAN HANFIYA MADARSA SURWARI was established in 1999 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in GOTEGAON (SHRIDHAM) block of NARSIMHAPUR district of Madhya Pradesh. 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. 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 Rented 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 No Boundary Wall boundary wall. The school has have electric connection. The source of Drinking Water in the school is Hand Pumps 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 a playground. The school has a library and has 600 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 Provided but not Prepared in School Premises providing mid-day meal.

Anjuman Hanfiya Madarsa Surwari: A Rural Primary School in Madhya Pradesh

Anjuman Hanfiya Madarsa Surwari, a primary school nestled in the rural landscape of Gotegaon (Shridham) block, Narsimhapur district, Madhya Pradesh, stands as a testament to educational access in underserved communities. Established in 1999, this co-educational institution, managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), offers primary education from classes 1 to 5. Its commitment to providing quality education is evident in its well-maintained facilities and dedicated teaching staff.

The school’s infrastructure, though modest, is functional and well-organized. Housed in a rented building, it comprises two well-maintained classrooms providing a conducive learning environment for its students. The school also boasts a library, well-stocked with 600 books, fostering a love for reading and learning beyond the classroom. A functional playground provides space for recreation and physical activity, vital for the holistic development of the children.

Accessibility is ensured through its location on an all-weather road. The school’s commitment to inclusivity is further highlighted by its provision of ramps for disabled children, ensuring that all students have equal access to education. Cleanliness and hygiene are prioritized with the provision of one functional boys’ toilet and one functional girls’ toilet, along with access to drinking water from hand pumps.

The school’s teaching staff consists of three dedicated educators: one male teacher and two female teachers, led by Head Teacher Azeem Khan. Urdu serves as the primary medium of instruction, catering to the linguistic needs of the local community. The school’s commitment to providing nutritious meals is evident in its provision of mid-day meals, though not prepared on the school premises.

Despite lacking computer-aided learning facilities and computers, the school’s focus remains steadfast on providing fundamental primary education. The absence of pre-primary classes and the absence of a boundary wall do not detract from the significant role it plays in the community’s educational landscape. The school’s operational hours align with the standard academic calendar, commencing in April.

The school’s management adheres to established educational standards and operates within the framework of recognized boards. The school’s rural location highlights its vital role in bridging the educational gap and providing essential learning opportunities to children in remote areas.

The school’s dedication to providing quality education despite limited resources is commendable. The provision of a library, playground, and toilets underscores its holistic approach to education, focusing not just on academics but also on the physical and social development of the students.

Anjuman Hanfiya Madarsa Surwari represents a vital educational pillar within its community. Its commitment to accessible, inclusive, and quality education, despite its limitations, makes it a significant contributor to the educational landscape of rural Madhya Pradesh. The school’s dedication to its students serves as a positive example for similar institutions in underserved areas.

This modest school in Gotegaon (Shridham) embodies the spirit of providing basic education to children in need. The efforts of the teachers and management in ensuring a functional and safe learning environment for its students are praiseworthy.

The future of Anjuman Hanfiya Madarsa Surwari holds the promise of continued growth and development, potentially with the incorporation of enhanced technological resources and infrastructure improvements. Its current success is a testament to the dedication and commitment of the individuals who make it possible.