MADARSA (RE) PS (1-5) ALHAJ NOORJAHAN SATTAR JAMIYA, PATERIA (28388)

MADARSA (RE) PS (1-5) ALHAJ NOORJAHAN SATTAR JAMIYA, PATERIA (28388) 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 PATERA block of DAMOH 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 Non-Ashram type (Govt.) 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 Private 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 Pucca boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well 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 no 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 Not Applicable providing mid-day meal.

Madarsa (RE) PS (1-5) Alhaj Noorjahan Sattar Jamiya, Pateria: A Comprehensive Overview

Madarsa (RE) PS (1-5) Alhaj Noorjahan Sattar Jamiya, located in Pateria, Damoh district, Madhya Pradesh, is a primary school offering education from classes 1 to 5. Established in 2005, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and serves the rural community. The school operates within a private building, boasting four classrooms and additional rooms for non-teaching activities, including a dedicated space for the head teacher.

The school’s infrastructure includes a pucca boundary wall and a functional playground, providing a safe and stimulating learning environment. A well serves as the primary source of drinking water, ensuring access to this essential resource for students and staff. Sanitary facilities are provided via one boys’ toilet and one girls’ toilet, both of which are functional. While the school currently lacks electricity and a library, its commitment to education remains steadfast.

Instruction is delivered in Urdu, reflecting the local linguistic context. The school’s teaching staff comprises two teachers – one male and one female – dedicated to providing quality education to their students. The head teacher, Rashid Khan, leads the institution, ensuring smooth operations and effective management. Importantly, the school operates as a residential institution, providing accommodation for students in a non-Ashram type (Govt.) setting. This unique feature distinguishes it from other primary schools in the area.

The school’s rural location presents certain challenges, but the administration’s commitment to providing quality education in a challenging environment shines through. The lack of computer-aided learning and computers, along with the absence of a library, highlights potential areas for future development and improvement. However, these shortcomings are offset by the availability of adequate classroom space, functional sanitation, and a dedicated teaching staff.

Further highlighting the school’s unique aspects, it’s important to note that the institution is not involved in the mid-day meal program and does not require ramps for disabled children due to its accessible design. The school’s status as a residential institution underscores its vital role within the community, providing not only education but also essential accommodation.

The Madarsa’s approach to education is distinctly focused on the primary grades, aiming to provide a solid foundation in literacy and numeracy for its students. The dedication of its teachers and the availability of adequate basic facilities create a favorable learning environment. The school’s rural setting also plays a crucial role, serving a community that might otherwise lack access to quality primary education.

The institution’s management structure, under the Madarsa Recognized (by Wakf Board/Madarsa Board), offers a unique perspective and approach to education. This framework likely contributes to the school’s specific character and educational philosophy, tailored to the community’s cultural and religious contexts.

Looking towards the future, strategic investments in technology, library resources, and possibly an expansion of its curriculum could significantly enhance the Madarsa’s capacity to provide even better educational opportunities for the students it serves. However, the existing infrastructure and committed staff already form a strong foundation for continued success.

The information provided gives a complete picture of Madarsa (RE) PS (1-5) Alhaj Noorjahan Sattar Jamiya. It offers a clear understanding of its operational structure, facilities, teaching staff, and overall contribution to the community it serves. Parents and educational researchers alike can find this information useful for understanding the landscape of primary education in rural areas.

Finally, the school’s dedication to providing primary education in a rural setting is commendable, highlighting the importance of accessible and inclusive education for all children, regardless of their location or background. The school’s success in providing education despite its resource limitations underscores its importance as a vital community asset.