JAMIA ISLAMIADARUL ULOOM SIRATE MUSTAQEEM, 2

JAMIA ISLAMIADARUL ULOOM SIRATE MUSTAQEEM, 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 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. English 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 9 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.

JAMIA ISLAMIADARUL ULOOM SIRATE MUSTAQEEM, 2: A Detailed Profile of a Telangana Primary School

JAMIA ISLAMIADARUL ULOOM SIRATE MUSTAQEEM, 2, a primary school located in Bahadurpura, Hyderabad, Telangana, offers a glimpse into the educational landscape of the region. Established in 2013, this co-educational institution caters to students from Class 1 to Class 8, providing a crucial foundation for their academic journey. Operated under the management of Madarsa Unrecognized, the school serves the urban community, playing a vital role in local education.

The school’s infrastructure comprises a rented building, equipped with nine well-maintained classrooms dedicated to instruction. Two boys’ toilets and two girls’ toilets ensure basic sanitation facilities for the students. The school’s location in an urban area ensures accessibility for the students and fosters a dynamic learning environment. The provision of tap water addresses the essential need for clean drinking water within the school premises.

The school’s academic approach emphasizes English as the medium of instruction, setting a standard for communication and preparing students for future academic pursuits. The presence of one female teacher indicates a dedicated teaching staff committed to student learning. The school’s operations commence in April, aligning with the academic calendar of the region.

The school’s physical environment is marked by a pucca boundary wall, ensuring security and a defined learning space. Reliable electricity ensures smooth operations and facilitates the use of educational tools and resources. However, the absence of a playground and library presents opportunities for future development.

While the school doesn’t offer computer-aided learning or a computer lab, its focus remains on providing quality education within its resource limitations. The lack of a pre-primary section and the absence of ramps for disabled children suggest areas for potential improvement and future infrastructure development. The school does not provide midday meals.

The school’s management structure falls under the category of “Madarsa Unrecognized,” which highlights the unique organizational framework of the institution and its position within the broader education system. This aspect of the school’s operational context provides valuable insight into the diverse educational provision in the region.

Further details regarding the school’s head teacher, specific contact information, and geographic coordinates remain unavailable, leaving room for future updates and a more comprehensive profile.

The lack of a dedicated library and computer resources presents an opportunity for future development and enhancement of the school’s educational capabilities. Incorporating these resources could significantly enrich the learning experience for students and enhance their educational outcomes.

In summary, JAMIA ISLAMIADARUL ULOOM SIRATE MUSTAQEEM, 2, serves as an important educational resource in Bahadurpura, Hyderabad. While its resources may be limited in some areas, the school provides a foundational education for its students, contributing to the educational development of the local community. Future developments could focus on expanding library resources, introducing computer-aided learning, and improving accessibility features.