DARUL ULUM MANSURIYA RAJAVIYA AMAHA

DARUL ULUM MANSURIYA RAJAVIYA AMAHA was established in 1995 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in SIDHI block of SIDHI 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 1 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 But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well 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 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 having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Darul Ulum Mansuriya Rajaviya Amaha: A Comprehensive Profile of a Rural Primary School

Darul Ulum Mansuriya Rajaviya Amaha, a primary school located in the Sidhi district of Madhya Pradesh, India, stands as a testament to the commitment to education in even the most remote areas. Established in 1995, this co-educational institution serves students from Class 1 to Class 8, playing a crucial role in shaping the future of the community.

The school’s infrastructure, while modest, serves its purpose. Housed in a rented building, it features a single classroom, ensuring that every student has access to a learning environment. Maintaining cleanliness and hygiene are prioritized with functional boys’ and girls’ toilets available on the premises. The school’s commitment to modern technology is evident in its computer-aided learning lab, equipped with two functional computers, showcasing a dedication to integrating technology into education.

Despite the limited resources, the school’s management demonstrates a remarkable commitment to providing quality education. The school’s three teachers, including one male and one female, are dedicated to fostering learning among the students. Hindi serves as the primary language of instruction, ensuring accessibility for all students within the community.

The school’s location in an urban area makes it easily accessible, benefiting from all-weather road connectivity. The academic session commences in April, aligning with the broader academic calendar of the region. While the school lacks certain amenities like a library and playground, the management’s focus remains steadfast on providing quality learning experiences. The availability of a well as a source of drinking water ensures the students’ health and well-being are attended to.

The school’s management, under the Madarsa Recognized (by Wakf Board/Madarsa Board), demonstrates a commitment to providing education within a structured framework. The school’s commitment to inclusivity is further highlighted by the absence of a need for ramps for disabled children, implying that the school’s facilities are adequately accessible to all.

The absence of a pre-primary section and a library may be considered limitations, but the school’s focus is clearly on providing a foundational education for students within the available resources. The school’s dedication to providing a quality education in a limited resource setting shines through the available infrastructure and resources.

The school’s structure, while humble – a single classroom in a rented building – speaks volumes about the community’s determination to secure access to education for its children. The presence of functional toilets, a reliable source of drinking water, and a computer lab, although small, indicates a proactive approach to equipping students with essential skills and resources.

Furthermore, the school’s management structure, under the Madarsa Recognized (by Wakf Board/Madarsa Board), shows a dedication to community involvement and education. This support system enables the school to continue its operation and educational initiatives for the betterment of its students.

In conclusion, Darul Ulum Mansuriya Rajaviya Amaha, despite facing challenges related to limited resources and infrastructure, serves as a beacon of hope, providing essential education to children in an underserved community. The school’s commitment to quality instruction, combined with a dedicated teaching staff and supportive management, creates a strong foundation for student success.

The school’s story stands as a compelling example of the impact that even the smallest of educational institutions can have, showcasing the dedication and perseverance of educators and community members in the pursuit of providing quality education to children in need. The school’s unwavering dedication to education inspires hope and demonstrates the transformative potential of education in communities where resources are limited.