MADARASA HAJARAT ALI PAH

MADARASA HAJARAT ALI PAH was established in 2005 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in PAHARGARH block of MORENA district of Madhya Pradesh. 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. 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 3 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 Hand Pumps 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 a 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 and Prepared in School Premises providing mid-day meal.

Madarasa Hajarat Ali Pah: A Rural Primary School in Madhya Pradesh

Madarasa Hajarat Ali Pah is a primary school located in the Pahargarh block of Morena district, Madhya Pradesh, India. Established in 2005, this co-educational institution serves students from Class 1 to Class 5, providing a crucial educational foundation for the rural community. The school’s management falls under the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting its unique character and commitment to providing quality education within a specific community framework.

The school’s infrastructure consists of a private building with three well-maintained classrooms dedicated to teaching. The school operates within a rural setting, offering a familiar environment for the students. Accessibility is ensured through an all-weather road, ensuring uninterrupted access for students and staff regardless of weather conditions. The academic year follows a typical schedule, beginning in April.

Instruction at Madarasa Hajarat Ali Pah is conducted in Hindi, fostering a strong connection to the local language and culture. The school’s commitment to providing a nurturing environment is evident in the provision of meals prepared on the school premises, ensuring that students receive essential nourishment alongside their education.

The school boasts essential amenities that support its educational mission. These include a functional playground for physical activities, a library (although currently lacking books), and separate, functioning toilets for boys and girls. The presence of hand pumps provides a reliable source of drinking water. The building is enclosed by a pucca (permanent) boundary wall, providing both security and a defined learning space.

The school’s dedication to inclusivity is further emphasized by the provision of ramps for disabled children, reflecting a commitment to providing equal access to education for all. The school is powered by electricity, enhancing the overall learning experience and supporting educational activities. The staff comprises one male teacher and one female teacher, working collaboratively to provide a comprehensive educational experience.

Although the school currently does not offer computer-aided learning or computers for teaching purposes, the provision of basic amenities and a functional learning space serves as a solid foundation. This highlights the school’s focus on fundamental education and literacy, prioritizing core subjects and essential resources.

Madarasa Hajarat Ali Pah’s establishment in 2005 underscores its long-standing commitment to the community. Its continued operation within the rural area showcases its vital role in providing essential primary education to a geographically dispersed population. The absence of a pre-primary section suggests a focus on the core primary grades, catering to the specific needs of the community.

The school’s commitment to providing meals reflects its understanding of the multifaceted needs of its students. The availability of essential amenities like toilets, drinking water, and a playground highlight the school’s dedication to creating a supportive and comfortable learning environment.

The school’s rural location underscores its role in bridging the educational gap in underserved areas. Its continuing operation emphasizes the importance of providing access to quality education in all regions, irrespective of geographical challenges. The modest size of the school facilitates a personalized approach to teaching and learning.

The presence of both male and female teachers promotes a balanced and inclusive learning environment, fostering diverse perspectives and catering to the specific needs of both male and female students. The school’s simple but effective design serves as a testament to the importance of fundamental education in shaping the future of the community it serves.