MADARSA ANJUMAN TALIMUL FURQAN KHANJIPIR

MADARSA ANJUMAN TALIMUL FURQAN KHANJIPIR was established in 2003 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in GIRWA block of UDAIPUR district of Rajasthan. 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 Private 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 no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

Madarsa Anjuman Talimul Furqan Khanjipir: A Comprehensive Profile

Madarsa Anjuman Talimul Furqan Khanjipir, established in 2003, is a co-educational primary school located in the urban area of GIRWA block, UDAIPUR district, Rajasthan. Operating under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), this institution offers a crucial educational service to the community. The school’s primary focus is on providing quality education to students from Class 1 to Class 5, utilizing Hindi as the primary medium of instruction.

The school’s infrastructure comprises a private building equipped with two classrooms, ensuring a conducive learning environment for its students. The facility also boasts a functional electric connection and a pucca boundary wall, ensuring the safety and security of the students and staff. Access to clean drinking water is provided through a tap water system. Furthermore, the provision of separate boys’ and girls’ toilets underscores the school’s commitment to providing a comfortable and inclusive environment for all students.

Despite its modest size, the school demonstrates a commitment to technological integration, possessing one computer for teaching and learning purposes. While a computer-aided learning lab is currently unavailable, the existing computer resource signifies a proactive step towards incorporating technology into the curriculum. The school operates under a specific academic calendar, with the academic session commencing in April.

The school’s teaching staff consists of two male teachers and one female teacher, working collaboratively to impart knowledge and skills to the students. Meals are provided to the students, although they are not prepared on the school premises. The school does not currently have a library or playground, however, the presence of a dedicated room for the head teacher/teacher reflects a commitment to staff well-being and efficient school administration.

The lack of ramps for disabled children highlights an area for potential future improvements in accessibility. The absence of a pre-primary section further defines the school’s current operational scope. The school’s dedication to providing quality primary education is evident, even with its limited resources and current infrastructure. The school operates without an attached pre-primary section and is not utilized as a shift school.

The school’s commitment to providing education is noteworthy, given its reliance on a private building and its modest resources. The school’s location in an urban area indicates its accessibility to many students in the community.

The school’s use of Hindi as the medium of instruction caters to the local linguistic needs of the students and emphasizes the institution’s integration within the community.

The school’s reliance on a private building, while indicative of a certain resource constraint, highlights the dedication of the school’s management towards fulfilling an essential educational role in the community.

Future development and expansion may include the addition of a library, playground, and computer-aided learning lab, further enhancing the educational experience for students.

Madarsa Anjuman Talimul Furqan Khanjipir serves as a vital educational institution for the local community, contributing to the development of young minds within a limited yet functional environment. Continued support and development could greatly strengthen the school’s capabilities and expand its offerings.