IQRA EDUCATIONAL AND WELFARE SOCIETY, 2

IQRA EDUCATIONAL AND WELFARE SOCIETY, 2 was established in 2013 and it is managed by the Madarsa Unrecognized. It is located in Urban area. It is located in BAHADURPURA block of HYDERABAD district of Telangana. 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 8 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 2 boys toilet and it is functional. and 2 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 Applicable providing mid-day meal.

IQRA EDUCATIONAL AND WELFARE SOCIETY, 2: A Detailed Profile of a Primary School in Hyderabad

IQRA EDUCATIONAL AND WELFARE SOCIETY, 2, a primary school located in the Bahadurpura block of Hyderabad, Telangana, offers a glimpse into the educational landscape of urban India. Established in 2013, this co-educational institution caters to students from Class 1 to Class 5, operating within a rented building. The school’s management falls under the “Madarsa Unrecognized” category, providing a unique context to its operations.

The school’s infrastructure comprises eight classrooms, all in good condition, ensuring a conducive learning environment for its students. Two boys’ toilets and two girls’ toilets are available, catering to the basic sanitation needs of the students. The school’s structure is enclosed by a sturdy pucca boundary wall, providing security and a defined school perimeter. A reliable electricity connection ensures consistent power supply, supporting the school’s daily operations.

The school’s daily functioning relies on a single male teacher, who works diligently to impart knowledge to the students. Urdu serves as the primary medium of instruction, reflecting the linguistic landscape of the region. The school’s water supply is facilitated by a functional tap water system, meeting the hydration needs of the students and staff.

Despite its limitations, the school serves a vital role in the community by providing primary education. The absence of a pre-primary section, library, playground, and computer-aided learning facilities highlight the challenges faced by the school. While lacking technological resources, the school manages to provide a foundational education to its students. The school is not equipped with computers, and it does not offer a computer-aided learning lab or a midday meal program.

The school’s location in an urban area makes it accessible, and it operates within the existing infrastructure of the Bahadurpura block. The school operates from April onwards, adhering to the standard academic calendar. The lack of a library and playground indicates areas for potential development and improvement.

The absence of a library and limited resources underscore the need for additional support to enhance the school’s educational capabilities. However, the presence of functional facilities like classrooms and toilets, coupled with the commitment of its teacher, demonstrates a dedication to serving the educational needs of the community.

Further investment in resources, such as books for a library, a playground for recreational activities, and computer-aided learning tools could significantly improve the learning experience and overall development of the students. The school’s management structure as a “Madarsa Unrecognized” also suggests the need for potential support and guidance in terms of administrative processes and curriculum development.

The school’s story is a common one, illustrating the diverse educational landscape of India. It emphasizes the dedication of teachers in providing education despite resource constraints. The school’s success depends heavily on the dedication of its staff and the continued support from the community and relevant educational authorities.

The details provided highlight the strengths and challenges faced by IQRA EDUCATIONAL AND WELFARE SOCIETY, 2. This serves as a case study, showing how schools in under-resourced areas provide vital educational opportunities. Further investigations into similar schools in the region could reveal broader insights into the educational needs and challenges faced by urban communities.

In conclusion, IQRA EDUCATIONAL AND WELFARE SOCIETY, 2 plays a critical role in providing primary education within its community despite resource limitations. Understanding its challenges and strengths offers valuable insights into the complex landscape of education in urban India and paves the way for targeted improvements and support.