MADARSA (RE) MS (1-8) DARUL ULOOM,MOMINPURA JINSI (29483)

MADARSA (RE) MS (1-8) DARUL ULOOM,MOMINPURA JINSI (29483) was established in 2000 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in PHANDA URBAN OLD block of BHOPAL 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 Rented 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 No Boundary Wall 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 100 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 but not Prepared in School Premises providing mid-day meal.

Madarsa Darul Uloom: A Comprehensive Profile of a Primary School in Madhya Pradesh

Madarsa (RE) MS (1-8) Darul Uloom, located in Mominpura Jinsi, Bhopal district, Madhya Pradesh, is a co-educational primary school offering classes from 1 to 8. Established in 2000, this institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and serves the urban community. The school operates from a rented building, equipped with four classrooms in good condition, and supplemented by two additional rooms for non-instructional purposes. A dedicated room is also available for the teachers.

The school’s commitment to education is evident in its well-stocked library, boasting 100 books, and its focus on providing a suitable learning environment. While lacking a playground, the school ensures access to clean drinking water through a functional tap water system. The facility also includes separate, functional boys’ and girls’ toilets, each comprising one unit. One computer is available for educational purposes, though the school does not currently offer computer-aided learning. The school’s educational approach is rooted in Hindi as the primary medium of instruction. The school’s commitment extends to providing mid-day meals, although the meals are not prepared on-site.

With a total of four teachers – two male and two female – the school maintains a small and dedicated teaching staff. While the school lacks a boundary wall, it does benefit from a reliable electricity connection. The absence of ramps highlights a potential area for future improvement to enhance accessibility for students with disabilities. The school’s operational structure is further defined by its non-residential nature, eliminating the need for considerations around residential facilities and management.

The Madarsa Darul Uloom adheres to a standard academic calendar, commencing its academic year in April. Its dedication to providing quality primary education is complemented by its readily accessible location, reachable via an all-weather road. The lack of a pre-primary section and the absence of higher-level classes (beyond class 8) currently define the school’s scope of operations.

The school’s infrastructure, while functional, suggests opportunities for expansion and improvement. The addition of a boundary wall could enhance security, while a playground would contribute to the holistic development of the students. Investing in computer-aided learning technology could also further modernize the learning experience.

Despite these areas for potential development, Madarsa Darul Uloom serves as a vital educational resource within its community. The school’s dedication to providing basic education in Hindi, coupled with its provision of mid-day meals, demonstrates a commitment to supporting its students’ academic and nutritional needs. The school’s management structure, aligned with the Madarsa Board, suggests a strong foundation for continued operation and potential growth.

The information provided here aims to paint a comprehensive picture of Madarsa Darul Uloom, highlighting its strengths, limitations, and potential avenues for future development. This data facilitates a deeper understanding of the school’s role within the educational landscape of Madhya Pradesh. Further details might be obtainable through direct contact with the school or relevant educational authorities in the region.

This profile contributes to a greater understanding of educational institutions in rural and urban settings within India. The information provided allows for comparative analysis and highlights the diversity in educational resources available across different communities. The details about the school’s infrastructure, staffing, and educational approach offer valuable insights into the challenges and successes of primary education.

This analysis of Madarsa Darul Uloom offers a valuable contribution to educational research and policy. The detailed information provided allows for a comprehensive assessment of the school’s effectiveness and potential for improvement. Further research could involve comparing this school to similar institutions and analyzing the impact of its programs on student outcomes.

This comprehensive overview of Madarsa Darul Uloom is intended to provide a clear and informative understanding of its operational structure, academic offerings, and physical facilities. This detailed description facilitates a richer understanding of the context of education in its specific location and the challenges faced by educational institutions within this environment. The profile serves as a valuable resource for researchers, policymakers, and those interested in the educational landscape of India.