MADARSA DILDAR KHAN BARWANI

MADARSA DILDAR KHAN BARWANI was established in 2005 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in BARWANI block of BARWANI district of Madhya Pradesh. The school consists of Grades from 1 to 8. The school is Co-educational and it 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 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 None 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 2 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

Madarsa Dildar Khan Barwani: A Comprehensive Profile

Madarsa Dildar Khan Barwani, a private co-educational school located in the urban area of Barwani, Madhya Pradesh, India, offers primary and upper-primary education from classes 1 to 8. Established in 2005, it operates under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board). Instruction is delivered in Hindi, catering to students from the local community. The school’s accessibility is ensured by its location on an all-weather road, making it convenient for students to attend regardless of weather conditions. The academic year begins in April, following the standard calendar for the region.

The school’s infrastructure is well-maintained. The private building houses five classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the teacher. The campus is secured by a pucca boundary wall and benefits from a reliable electricity connection. The presence of a playground provides students with recreational space, fostering physical activity and social interaction. The school also boasts a computer-aided learning lab equipped with two functional computers, enhancing teaching and learning opportunities.

While the school offers a pre-primary section, it’s important to note that it does not have a library. Further, the school currently lacks a dedicated source of drinking water. Toilets are available for both boys and girls, ensuring basic sanitation facilities. The school’s management actively seeks to provide mid-day meals; however, these meals are not prepared on the premises.

The teaching staff comprises one male and one female teacher, supplemented by one additional teacher for the pre-primary section. This small teaching staff emphasizes personalized attention and fosters a close-knit learning environment. This setup makes sure that each student receives adequate support from the educators.

The school’s commitment to education is evident in its adoption of computer-aided learning. The inclusion of technology in the classroom demonstrates an understanding of the evolving educational landscape and the importance of equipping students with 21st-century skills. This digital approach enhances engagement and provides students with valuable digital literacy.

The school’s co-educational nature underscores its commitment to inclusivity and equal opportunities. By welcoming both boys and girls, it promotes gender equality within the educational setting. This inclusive environment provides a diverse learning experience for all students.

Despite lacking certain amenities, such as a library and a dedicated drinking water source, the school’s commitment to providing quality education within its available resources is commendable. The school’s management actively works towards enhancing the facilities and resources for the benefit of the students.

The absence of ramps highlights an area where improvements could be made to enhance accessibility for students with disabilities. This lack of accessibility could be a barrier to inclusive education. The school may consider this issue for future developments.

Madarsa Dildar Khan Barwani plays a crucial role in providing primary and upper-primary education within the Barwani community. The school’s dedication to learning, alongside its commitment to offering a supportive and inclusive learning environment, makes it a valuable asset to the local area. The continuous efforts toward betterment will undoubtedly strengthen its contribution to the local community.

The school’s ongoing operations demonstrate a commitment to the educational needs of the community. Further improvements to the facilities will enhance the educational experience and provide an even more enriching learning environment. The school is a testament to the importance of education and access to learning opportunities, even within resource-constrained environments.