MADARSA (RE) PS (1-5) KHALILIYA DARUL ULOOM,BADAI (30528)

MADARSA (RE) PS (1-5) KHALILIYA DARUL ULOOM,BADAI (30528) was established in 2002 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 Private 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 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 Pucca 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 30 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) Khaliliya Darul Uloom, Badai: A Comprehensive Overview

Madarsa (RE) PS (1-5) Khaliliya Darul Uloom, Badai, established in 2002, is a primary school located in the urban area of Phanda Urban Old block, Bhopal district, Madhya Pradesh. Managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), this co-educational institution caters to students from Class 1 to Class 5. The school operates from a rented building, equipped with two classrooms in good condition and additional rooms for non-teaching activities, including a dedicated space for the head teacher.

Infrastructure and Resources: The school boasts a pucca boundary wall and a reliable electricity connection. Clean drinking water is readily available via a functional tap water source. Sanitation is addressed with one functional boys’ toilet and one functional girls’ toilet. A library, stocked with 30 books, provides supplementary learning resources. While the school lacks a playground and computer-aided learning facilities, its essential infrastructure supports a basic learning environment.

Academic Focus: Instruction is delivered in Hindi, with a dedicated teaching staff comprising one male teacher and two female teachers, overseen by Head Teacher Amir Khan. The school’s primary focus is on providing quality primary education, without pre-primary sections or higher secondary classes. The absence of a computer lab reflects the school’s current focus on traditional teaching methods. The school does not provide midday meals.

Accessibility and Inclusivity: The school’s accessibility for students with disabilities is limited by the lack of ramps. However, its location on an all-weather road ensures convenient access for students and staff alike. The school building is not residential, reflecting its focus solely on daily instruction.

Management and Governance: The Madarsa Recognized (by Wakf Board/Madarsa Board) oversees the school’s management and administration. This structure likely reflects the school’s connection to a religious or community-based educational framework. The school’s governance model is not specified beyond this affiliation.

Community Engagement: The school’s location in an urban area suggests a strong connection to the local community. The school’s commitment to providing primary education addresses a crucial need within the community, shaping young minds and preparing them for future educational endeavors.

Future Development: Opportunities exist for enhancing the school’s resources and facilities. The addition of a playground, computer lab, and ramps for disabled access would significantly improve the school’s overall infrastructure and inclusivity. Exploring partnerships with local organizations or government programs could provide access to funding and resources for these improvements.

Conclusion: Madarsa (RE) PS (1-5) Khaliliya Darul Uloom, Badai, while operating with limited resources, offers essential primary education to the local community. The school’s dedicated staff and focus on fundamental education make it a valuable asset to the area. Further development, through infrastructural improvements and resource expansion, could significantly enhance the quality of education provided.

Keywords: Madarsa (RE) PS (1-5) Khaliliya Darul Uloom, Badai, primary school, Bhopal, Madhya Pradesh, education, infrastructure, library, toilets, Hindi medium, co-educational, community school, rural development, educational resources.