MADARSA DARUL ULOOM SHAH KHAJRANA

MADARSA DARUL ULOOM SHAH KHAJRANA 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 INDORE URBAN block of INDORE district of Madhya Pradesh. The school consists of Grades from 1 to 8. 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. 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 5 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 a playground. The school has a library and has 50 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 having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Madarsa Darul Uloom Shah Khajrana: A Comprehensive Profile

Madarsa Darul Uloom Shah Khajrana, a co-educational primary and upper primary school (grades 1-8), stands as a testament to educational commitment in Indore, Madhya Pradesh. Established in 2009, this institution, managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), serves the urban community. Its location within the Indore Urban block of Indore district makes it easily accessible.

The school’s infrastructure reflects its dedication to learning. Housed in a private building, it boasts five well-maintained classrooms, along with additional rooms for non-teaching purposes. A dedicated space for the head teacher ensures efficient administration. The school’s facilities include a functional playground, a library stocked with 50 books, and a computer-aided learning lab equipped with one computer. Essential amenities such as electricity, tap water, and toilets (one each for boys and girls) are readily available, ensuring a conducive learning environment. Importantly, the school is also equipped with ramps for disabled children. The presence of a pucca boundary wall provides security and safety for students.

Instruction at Madarsa Darul Uloom Shah Khajrana is conducted in Urdu. The school’s two female teachers are dedicated to providing quality education. The school’s commitment to accessibility extends to its location; it’s reachable via all-weather roads. Its academic year commences in April.

The school’s residential status deserves special mention. While designated as residential, the school clarifies that this is “Not Applicable” in the conventional sense. This suggests a unique arrangement that warrants further investigation. However, the fact that the school has undergone relocation, moving to a new site, highlights its commitment to growth and improvement.

This school, despite its relatively modest size, demonstrates a firm commitment to providing education within the community. The focus on Urdu instruction caters to the linguistic needs of the local population. The availability of a library, albeit small, underscores the importance placed on independent learning and research. The presence of a computer lab, though containing only one computer, indicates an effort to incorporate modern technology into the curriculum, paving the way for future expansion.

The provision of separate toilets for boys and girls, coupled with ramps for disabled students, underscores the school’s efforts to create an inclusive and supportive environment for all learners. The availability of tap water addresses a crucial health and hygiene need.

The school’s management structure, under the Madarsa Recognized (by Wakf Board/Madarsa Board), lends it a specific character, reflecting the cultural and religious context within which it operates. This governance structure contributes to the unique educational landscape of the area.

Madarsa Darul Uloom Shah Khajrana’s success in providing quality education is further amplified by its commitment to maintaining its facilities and providing essential amenities. The well-maintained classrooms and functional facilities contribute to a positive learning experience for students.

In conclusion, Madarsa Darul Uloom Shah Khajrana serves as a significant educational institution, catering to the needs of the local community in Indore. Its commitment to inclusive education, provision of basic amenities, and use of technology all point towards a promising future for the school and its students. Further information on its unique residential status and potential future expansion would be of significant interest.