MADARSA (RE) MS (1-8) MAJIDIYA HIFZUL KURAN, KOLUKHEDI (29929)

MADARSA (RE) MS (1-8) MAJIDIYA HIFZUL KURAN, KOLUKHEDI (29929) was established in 1990 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in PHANDA RURAL 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. Urdu 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 2 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 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 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 3 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.

Madarsa (RE) MS (1-8) Majidiya Hifzul Kuran: A Rural Educational Institution

Madarsa (RE) MS (1-8) Majidiya Hifzul Kuran, located in the rural area of Kolukhedi, Bhopal district, Madhya Pradesh, is a co-educational primary and upper primary school offering classes from 1 to 8. Established in 1990, this institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and serves the educational needs of the local community.

The school operates within a rented building, comprising two classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. While it lacks a boundary wall and a playground, the school does have access to electricity and provides mid-day meals prepared on the premises.

Instruction is primarily conducted in Urdu, with a total of four teachers – two male and two female – dedicated to providing quality education to the students. The school’s resources include three functional computers, although a computer-aided learning lab is absent. The lack of a library and the absence of a drinking water facility highlight areas where potential improvements could enhance the learning environment.

The school’s infrastructure includes functional boys’ and girls’ toilets, addressing basic sanitation needs. However, the absence of a boundary wall might pose safety and security concerns. The lack of ramps indicates the school is not yet fully accessible to students with disabilities.

The Madarsa (RE) MS (1-8) Majidiya Hifzul Kuran plays a crucial role in providing education in a rural setting. Its commitment to education is evident in its provision of mid-day meals and its dedicated teaching staff. However, certain aspects, such as the absence of a library, playground, boundary wall, and drinking water facility, present opportunities for improvement and expansion.

The school’s reliance on a rented building also underscores the need for long-term investment in infrastructure to ensure a more stable and conducive learning environment for the students. Addressing these infrastructural gaps would significantly enhance the school’s capacity to provide a comprehensive and supportive learning experience.

The school’s rural location emphasizes the importance of its role in bridging the educational gap within the community. By providing access to education in a predominantly rural area, the institution empowers students with vital skills and knowledge. Continued support and investment in this institution would be beneficial to the community.

Improvements in infrastructure could positively impact the learning outcomes for students. Adding a library, creating a playground, constructing a boundary wall, and ensuring reliable access to clean drinking water could significantly enhance the overall school environment. These changes would contribute to a safer, more engaging, and more conducive learning environment.

The school’s use of Urdu as the medium of instruction caters to the linguistic needs of the local population. This approach ensures effective communication and better comprehension of the subject matter for students. The school’s commitment to providing mid-day meals demonstrates its concern for the students’ well-being.

The absence of certain amenities highlights the need for continued investment in the school’s development. Securing a permanent building, developing a computer-aided learning lab, and establishing a library would not only enhance the learning environment but also contribute to the overall educational advancement of the students. This investment would help the school to grow and improve the quality of education it offers.