MAD-E-DIYA-URD, ARBI, HINDI TIWANI

MAD-E-DIYA-URD, ARBI, HINDI TIWANI was established in 1998 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in GANGEO block of REWA 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 4 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 None 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 Not Applicable providing mid-day meal.

Mad-e-Diya-Urd, Arbi, Hindi Tiwani School: A Detailed Profile

Mad-e-Diya-Urd, Arbi, Hindi Tiwani school, established in 1998, serves the rural community of Gangeo block in Rewa district, Madhya Pradesh. This co-educational institution, managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), offers primary and upper primary education from Class 1 to Class 8, with Hindi as the primary language of instruction. The school’s commitment to providing quality education in a rural setting is evident in its existing infrastructure and dedicated teaching staff.

The school building, though privately owned, comprises four well-maintained classrooms dedicated to teaching. The presence of a playground provides valuable space for recreational activities and physical development, fostering a holistic learning environment for the students. The school’s functional boys’ and girls’ toilets underscore the importance placed on hygiene and sanitation. A dedicated room for the headmaster/teacher ensures a conducive environment for administrative work and teacher support.

Despite its limitations, the school’s commitment to education shines through. The school building, while pucca, requires maintenance as it shows signs of damage. However, the lack of electricity connection poses a significant challenge to the smooth functioning of the school, potentially limiting access to educational resources and technology. The absence of a library and computer-aided learning further restricts the range of teaching and learning tools available.

The dedicated teaching staff consists of three teachers – one male and two female – who are instrumental in delivering quality education to the students. The head teacher, Mo. Sarif, plays a vital role in managing the school and ensuring its smooth functioning. The absence of pre-primary sections and any mid-day meal program means the school primarily caters to the basic educational needs of children in the specified grade range.

The school’s location in a rural area highlights the need for continued support and development. Addressing the absence of electricity and a library would significantly improve the school’s learning environment. Investing in computer-aided learning and providing essential resources would enhance the students’ overall educational experience.

The school’s structure, with its pucca but broken boundary walls, further emphasizes the need for ongoing maintenance and investment to ensure the safety and security of both the students and the school’s resources. The lack of drinking water facilities on campus necessitates urgent attention, as access to clean and safe water is fundamental to the well-being of the student population.

The absence of ramps highlights a missed opportunity to provide inclusive education for students with disabilities. Implementing accessible features such as ramps would make the school a more welcoming and inclusive environment.

The school’s dedication to providing education in a challenging environment makes it a testament to the importance of educational access in rural areas. The existing infrastructure provides a solid foundation for future development, and with appropriate support and investment, the school can continue to positively impact the lives of its students.

Improving the school’s infrastructure and resource availability would empower students with the tools they need to succeed academically. Adding computers, establishing a library, and ensuring electricity access are critical steps towards achieving this goal.

Continued support and investments are essential to enhance the overall learning experience for students at Mad-e-Diya-Urd, Arbi, Hindi Tiwani school, reinforcing its vital role in the community. Further development would solidify its position as a center for educational excellence in the rural area it serves.