MADARSA (RE) PS (1-5) AL ILMONOOR,BAGH DILKUSHAN (30586)

MADARSA (RE) PS (1-5) AL ILMONOOR,BAGH DILKUSHAN (30586) 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 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 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 Others 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 4 boys toilet and it is functional. and 4 girls toilet and it is functional. The school has a playground. The school has a library and has 57 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Madarsa (RE) PS (1-5) Al Ilmonoor: A Comprehensive Overview

Madarsa (RE) PS (1-5) Al Ilmonoor, located in Bagh Dilkushan, Bhopal, Madhya Pradesh, is a primary school established in 2000. Operating under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), this co-educational institution serves students from Class 1 to Class 5. Situated in an urban area, it offers a valuable educational resource to the local community.

The school’s infrastructure includes four classrooms housed in a rented building. Four boys’ toilets and four girls’ toilets ensure adequate sanitation facilities. The school boasts a library stocked with 57 books, a playground providing recreational space, and a reliable tap water supply for drinking. Accessibility is ensured with ramps for disabled children. Furthermore, the school utilizes two computers for teaching and learning purposes, and importantly, electricity is readily available. The school’s boundary walls are of an “Others” type, suggesting a unique construction material or design.

Instruction is primarily conducted in Hindi. The school employs five male teachers, a head teacher (Sameena Khan), and a single headmaster, totaling five teachers in all. The school operates on an April-to-March academic calendar. While not providing mid-day meals, the school offers a well-rounded primary education within its accessible and functional environment.

The school’s location in the Phanda Urban Old block of Bhopal makes it easily accessible. Its urban setting provides a diverse learning environment for students. The availability of computers, though limited to two, still represents a valuable asset in enhancing the learning experience. The presence of a library, playground, and clean restrooms highlights the school’s commitment to providing a holistic and safe educational space.

Madarsa (RE) PS (1-5) Al Ilmonoor’s reliance on a rented building underscores the need for ongoing support and investment in its infrastructure. The school’s commitment to providing ramps for disabled children shows a proactive approach to inclusivity. The “Others” classification for boundary wall materials suggests a possible unique approach to construction, which could be further explored.

The school’s utilization of Hindi as the medium of instruction reflects its connection to the local linguistic context. The presence of only male teachers necessitates further investigation into the reasons behind the lack of female teachers. The school’s small size and limited resources highlight the challenges faced by many educational institutions in resource-constrained environments.

While the school’s lack of a computer-aided learning lab and the absence of mid-day meals may pose limitations, its functional facilities and dedicated teaching staff demonstrate its continued commitment to providing quality primary education. Further analysis of the school’s performance indicators and student outcomes would paint a more complete picture of its effectiveness.

The information provided offers a comprehensive profile of Madarsa (RE) PS (1-5) Al Ilmonoor. Its reliance on a rented building and the need for potential infrastructural improvements should be considered in the context of its positive aspects, such as its dedicated teaching staff, accessible facilities, and commitment to providing a safe and inclusive learning environment.

The school’s success in providing primary education despite limited resources highlights the importance of community support and continued investment in education. Further research into factors affecting its enrollment and student achievements is crucial for enhancing its effectiveness.

Future considerations for Madarsa (RE) PS (1-5) Al Ilmonoor might include exploring opportunities for securing grants, seeking partnerships with non-governmental organizations, and implementing innovative teaching methods to enhance student learning. The school’s commitment to providing education in a resource-constrained environment deserves recognition and continued support.