GUFRANE AAJAM PS/MS MADARSA KARERA

GUFRANE AAJAM PS/MS MADARSA KARERA was established in 1998 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in KARAIRA block of SHIVPURI 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 Private building. It has got 5 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a 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 Provided but not Prepared in School Premises providing mid-day meal.

GUFRANE AAJAM PS/MS MADARSA KARERA: A Detailed Profile of a Primary School in Madhya Pradesh

GUFRANE AAJAM PS/MS MADARSA KARERA, a private co-educational primary school, stands as a vital educational institution serving the urban community of KARAIRA block in SHIVPURI district, Madhya Pradesh. Established in 1998, this Madarsa-recognized school (by the Wakf Board/Madarsa Board) plays a crucial role in providing primary and upper primary education to students from Class 1 to Class 8.

The school’s infrastructure reflects its commitment to providing a conducive learning environment. The private building houses five well-maintained classrooms dedicated to instruction. Adding to the facilities are two additional rooms for non-teaching activities, and a dedicated space for the head teacher. The school is securely enclosed by a pucca boundary wall, ensuring a safe and protected learning space. Electricity and a reliable tap water supply further enhance the school’s functionality.

The school’s operational efficiency is supported by a dedicated teaching staff comprising one male teacher and five female teachers, totaling six teachers. Hindi serves as the primary medium of instruction, making learning accessible to the local student population. The school’s commitment to student well-being is evident in the provision of separate functional boys’ and girls’ toilets. A playground provides a vital space for recreation and physical activity, promoting the holistic development of the students.

Though the school does not offer a pre-primary section or computer-aided learning facilities, the provision of mid-day meals, albeit prepared off-site, demonstrates a commitment to addressing the nutritional needs of its students. The availability of ramps for disabled children underscores the school’s dedication to inclusivity and accessibility. The school operates on an academic calendar that commences in April, aligning with the regional academic schedule.

Despite the absence of a library, the school’s focus remains on providing quality education within its available resources. The absence of computers does not detract from the dedicated teaching staff’s commitment to effective instruction, utilizing the available resources to the fullest extent.

The school’s location in an urban area makes it readily accessible, facilitating convenient commuting for students. Its management by the Madarsa Recognized (by Wakf Board/Madarsa Board) assures adherence to established educational standards and guidelines. The school’s head teacher, Meera Rajak, leads the dedicated team in providing education to the community.

The institution’s commitment to providing quality education is unwavering, despite its limited resources. The school’s continued operation demonstrates its significance in the local community’s educational landscape.

The absence of certain amenities like a library and computer lab, does not diminish the positive contribution of GUFRANE AAJAM PS/MS MADARSA KARERA to the educational landscape of the region. The school’s dedication to providing accessible and inclusive education in a safe and supportive environment is commendable.

In summary, GUFRANE AAJAM PS/MS MADARSA KARERA is a significant educational asset in its community, providing essential primary and upper primary education despite some infrastructural limitations. Its committed staff and functional facilities continue to serve the educational needs of local students effectively. The school’s continued operation underscores its importance as a vital community resource.