IQRA MADARSA SUHAWA

IQRA MADARSA SUHAWA was established in 2009 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in JAWAJA block of AJMER district of Rajasthan. The school consists of Grades from 1 to 8. The school is Co-educational and it have an attached pre-primary section. The school is Non-Ashram type (Govt.) 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 None 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 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.

IQRA Madarsa Suhawa: A Comprehensive Profile of a Rural Primary School in Rajasthan

IQRA Madarsa Suhawa, a private co-educational primary school, stands as a vital educational institution serving the rural community of JawaJa block in Ajmer district, Rajasthan. Established in 2009, this Madarsa, recognized by the Wakf Board/Madarsa Board, offers primary and upper primary education from Class 1 to Class 8, with a notable inclusion of a pre-primary section.

The school’s infrastructure comprises a private building housing five classrooms, all in good condition. Two functional boys’ toilets and one functional girls’ toilet cater to the students’ needs. The school is powered by electricity and is securely enclosed by a pucca boundary wall. While lacking a playground and library, the school benefits from an all-weather road approach, ensuring accessibility for students throughout the year.

Instruction at IQRA Madarsa Suhawa is primarily conducted in Hindi. The school employs a dedicated team of five teachers, comprising four male and one female educator, along with two additional pre-primary teachers. The school’s academic calendar aligns with the typical Indian school year, commencing in April.

The school’s management prioritizes providing a quality education, although it currently does not provide midday meals. The absence of computer-aided learning facilities reflects the school’s current resources. The school’s commitment to providing education to the rural community is evident in its dedication to maintaining a functional learning environment despite these limitations.

The school’s rural location presents both challenges and opportunities. While access to advanced technology may be limited, the close-knit community fosters a supportive learning environment. The school’s dedication to providing primary education underscores its significance within the community, offering a foundation for future learning and opportunities.

Further development of the school’s facilities and resources could significantly enhance the quality of education it provides. The addition of a library, playground, and computer lab would create a more comprehensive and enriching learning experience for the students. Investment in these areas could contribute to improved student outcomes and help to bridge the educational gap in the rural community.

The absence of a dedicated head teacher, while noted, does not appear to hinder the school’s overall functionality, as the existing teaching staff manages the school’s operations effectively. The school’s ongoing operation and its continued dedication to education signify its resilience and importance within its community.

Parents play a vital role in supporting the school’s mission. Their involvement ensures a close collaboration between the school and the community, fostering a shared responsibility for the students’ education and development. The commitment of both teachers and parents is key to the school’s success.

IQRA Madarsa Suhawa represents a significant educational resource within its rural community. Its continued operation, despite resource constraints, highlights the commitment to providing quality education to underserved areas. Further support and investment could greatly enhance its capabilities and provide even better opportunities for its students.

The school’s future prospects are linked to continued community engagement and potential external support. Collaboration with local organizations and government initiatives could provide the resources needed to expand facilities and enhance the educational experience for its students. The school’s success is a testament to the dedication of its teachers and the value placed on education within the community.