MADARSA (RE) PS (1-5) KHWAJA GAREEB NAWAZ,NOORMHL (31264)

MADARSA (RE) PS (1-5) KHWAJA GAREEB NAWAZ,NOORMHL (31264) was established in 2009 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 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 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 a library and has 57 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) Khwaja Gareeb Nawaz: A Comprehensive Overview

Madarsa (RE) PS (1-5) Khwaja Gareeb Nawaz, located in the urban area of Phanda Urban Old block in Bhopal district, Madhya Pradesh, is a primary school offering education from classes 1 to 5. Established in 2009, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). The school’s instruction medium is Hindi, catering to the local linguistic needs of its student population.

The school’s infrastructure comprises two classrooms in good condition, housed within a rented building. Adding to its facilities are a functional playground and a library stocked with 57 books, fostering both physical activity and a love for reading among the students. The school is equipped with essential amenities, including a well providing drinking water, and separate functional toilets for boys and girls. Importantly, the school ensures accessibility for disabled children with ramps. The school is surrounded by a pucca boundary wall, and has access to electricity.

Academically, the school focuses on primary education (classes 1-5) and employs three teachers – one male and two female – dedicated to providing quality education. The school’s management emphasizes a holistic approach, recognizing the importance of both academic learning and a supportive learning environment. The head teacher, FIRDOS, guides the school’s operations and academic initiatives.

The school operates on an academic calendar that commences in April, aligning with the regional educational norms. The school’s commitment to providing a nurturing and conducive learning environment is evident in its features. The presence of a library, playground, and functional toilets highlights the school’s dedication to the well-being of its students. The school’s reliance on a well as a source of drinking water underscores its resourcefulness and adaptability.

The school’s location in an urban setting offers students access to various community resources and facilities. The Madarsa’s affiliation provides a unique educational perspective, possibly integrating religious teachings within the curriculum. The availability of classrooms and other facilities signifies the management’s commitment to providing basic learning resources for its students.

The school’s management is characterized by its recognition by the Wakf Board/Madarsa Board. This affiliation offers a unique aspect to the school’s operation, reflecting the broader educational landscape in the region. This association likely involves compliance with specific regulations and guidelines, which may influence the school’s curriculum and operational procedures. Further information on the specific characteristics of this affiliation would provide a more comprehensive understanding of the school’s context.

The absence of computer-aided learning and computers themselves presents opportunities for future development and enhancement. Integrating technology into the classroom could further enhance the educational experience and provide students with valuable digital literacy skills. The school’s commitment to providing basic education could be further strengthened by incorporating modern educational technologies.

The school’s infrastructure and facilities are functional and appropriate for a primary school setting. While the presence of essential amenities like a library, playground, and toilets is commendable, future improvements could include investing in technological upgrades and possibly expanding the library’s collection.

The school’s management structure, headed by the head teacher FIRDOS, plays a significant role in ensuring smooth operations and maintaining educational quality. The effective leadership and administration of the school contribute to the overall academic success and well-being of the student body.

The Madarsa (RE) PS (1-5) Khwaja Gareeb Nawaz exemplifies a basic primary school striving to deliver education within the constraints of its resources. Its commitment to providing a functional and supportive learning environment highlights its significance within the local community. The school’s future development could potentially involve collaborations with local organizations and initiatives to enhance its resources and educational offerings.