MADARSA FAIJ UL KURAN ASHTA

MADARSA FAIJ UL KURAN ASHTA 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 ASHTA block of SEHORE 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 No Boundary Wall 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 no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Madarsa Faij Ul Quran Ashta: A Comprehensive Profile of a Primary School in Sehore, Madhya Pradesh

Madarsa Faij Ul Quran Ashta, located in the urban area of Ashta block in Sehore district, Madhya Pradesh, is a primary school offering education from Class 1 to Class 5. Established in 2002, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and operates from a rented building. The school’s commitment to education is evident in its dedicated staff and functional facilities.

The school’s infrastructure comprises two classrooms in good condition, ensuring a conducive learning environment for its students. The school also features a separate room for the headmaster and teacher, as well as additional rooms used for non-teaching activities. While the school lacks a boundary wall and playground, it does have access to electricity and tap water, essential amenities for daily operations.

Accessibility is another important factor considered by the school. Although the school lacks ramps for disabled children, its location on an all-weather road ensures accessibility for students regardless of the season. The school’s academic session begins in April, aligning with the typical academic calendar in India.

The teaching staff consists of three teachers – two male and one female – who provide instruction in Hindi. The school does not offer pre-primary education and does not have computer-aided learning facilities or a library. However, the school provides and prepares mid-day meals on its premises, ensuring that students receive proper nourishment.

Madarsa Faij Ul Quran Ashta stands as a testament to the commitment towards providing basic education in rural areas. The school plays a vital role in providing access to education for children in the community. The school’s management actively ensures the smooth operation of the school.

The school’s focus remains on providing quality primary education. The availability of separate boys’ and girls’ toilets underscores the school’s dedication to providing a safe and hygienic learning environment. This attention to detail reflects the school’s commitment to the well-being of its students.

While the school lacks certain amenities found in more well-resourced institutions, its core function remains centered on delivering essential primary education. The school’s dedication to teaching in Hindi makes it easily accessible to the local community.

The use of a rented building highlights the need for further development and resource allocation to support the growth of the institution. Despite limitations in infrastructure, Madarsa Faij Ul Quran Ashta remains a pivotal center for learning in its community.

The school’s establishment in 2002 marks a significant contribution to the educational landscape of the region. Its continued operation indicates the enduring need for accessible primary education and the community’s unwavering support for the institution.

The Madarsa’s unique management structure, under the Madarsa Recognized (by Wakf Board/Madarsa Board), adds another layer to its importance within the local community and the broader educational system. Further development and investment could significantly enhance the learning experience for the students.