MADARASA TALEEMUL ISLAM WARD NO 11 DANTA

MADARASA TALEEMUL ISLAM WARD NO 11 DANTA was established in 2008 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in DANTARAMGARH block of SIKAR district of Rajasthan. The school consists of Grades from 1 to 5. The school is Co-educational and it 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 0 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 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 1 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Madarasa Taleemul Islam: A Rural Primary School in Rajasthan

Madarasa Taleemul Islam Ward No 11 Danta, located in the rural area of DANTARAMGARH block in SIKAR district, Rajasthan, is a private, co-educational primary school established in 2008. It operates under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board) and offers classes from 1 to 5, including a pre-primary section. The school’s instruction medium is Hindi.

The school building, though privately owned, features a pucca boundary wall and a reliable electricity connection. While it lacks classrooms, it possesses a library containing one book, a playground, and separate facilities for boys and girls toilets. Importantly, it also provides ramps for disabled children’s accessibility, highlighting a commitment to inclusivity.

Technology is present, albeit minimally, with one functional computer available for teaching and learning purposes. The school, however, does not utilize computer-aided learning methods. Mid-day meals are provided and prepared on the school premises, ensuring students’ nutritional needs are met.

Despite its modest size and resource limitations, Madarasa Taleemul Islam plays a significant role in the community by providing primary education to children in a rural setting. The single male teacher dedicates their efforts to shaping young minds, fostering learning within the constraints of available resources. The school’s establishment in 2008 demonstrates a long-standing commitment to education in the area.

The school’s accessibility via an all-weather road enhances its reach to students from surrounding areas. The April commencement of the academic session aligns with the broader educational calendar in India. The school’s library, though small, symbolizes a dedication to fostering literacy among its students.

The presence of a playground, despite the absence of many facilities, underlines the importance of physical activity and recreation in the school’s overall approach to education. The availability of both boys’ and girls’ toilets emphasizes the school’s commitment to providing a safe and hygienic environment for all its students.

The school’s lack of a computer-aided learning lab may reflect resource limitations, but the availability of a single computer indicates a proactive approach to incorporating technology where feasible. Further, the inclusion of ramps for disabled access highlights a proactive approach to inclusivity and accessibility.

Madarasa Taleemul Islam’s location in a rural setting underscores its crucial role in providing educational opportunities to children in underserved communities. The school’s management by the Madarsa Recognized (by Wakf Board/Madarsa Board) suggests a connection to the local religious and community structures.

This private institution, though facing limitations in infrastructure and resources, perseveres in its mission of providing primary education. Its commitment to accessibility, along with the provision of mid-day meals, speaks volumes about its dedication to its students’ well-being.

The school’s basic facilities and limited resources highlight the ongoing need for support and investment in education within rural areas of India. Despite the challenges, Madarasa Taleemul Islam remains a vital educational hub in its community.