MADARSA FAIZANE RASOOL PS KHUTAR

MADARSA FAIZANE RASOOL PS KHUTAR was established in 2005 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in KHUTAR block of SHAHJAHANPUR district of Uttar 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 N/A 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 4 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 doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps 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 40 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 Provided providing mid-day meal.

Madarsa Faizane Rasool PS Khutar: A Rural Primary School in Uttar Pradesh

Madarsa Faizane Rasool PS Khutar, a primary school located in the rural area of Khutar block, Shahjahanpur district, Uttar Pradesh, stands as a testament to educational commitment in a rural setting. Established in 2005, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), catering to students from Class 1 to Class 5. The school’s instructional medium is Urdu, reflecting the local linguistic landscape.

The school’s infrastructure comprises a private building with four classrooms, all in good condition. While lacking electricity, the school is equipped with essential facilities, including separate boys and girls toilets, a functional playground, and a library housing 40 books. A significant asset is the provision of hand pumps, ensuring access to clean drinking water. Ramps for disabled children ensure accessibility to the classrooms.

The school’s dedicated teaching staff comprises one male teacher serving as the head teacher, Maulana Sharafat. The school does not offer pre-primary education or midday meals. The school operates independently, and although it doesn’t use computer-aided learning or possess computers, its commitment to providing primary education remains evident.

Madarsa Faizane Rasool PS Khutar’s management structure under the Madarsa Recognized (by Wakf Board/Madarsa Board) lends a unique perspective to its operations, aligning its curriculum and activities within the framework of this specific recognized board. This structure, alongside its adherence to utilizing Urdu as the instruction medium, suggests the school caters to the specific needs and cultural context of the local community.

The school’s location in a rural setting highlights the significance of its role in providing educational opportunities within a potentially underserved community. Its modest but functional facilities and dedicated teacher showcase a commitment to basic education.

Despite its limitations, such as the lack of electricity and computer-aided learning, the school’s availability of a library, playground, and separate toilets for boys and girls demonstrates a proactive effort to provide a reasonably well-rounded learning environment.

The school’s management is transparently listed as Madarsa Recognized (by Wakf Board/Madarsa Board), allowing parents and stakeholders to understand its organizational framework and governance structure. This information is useful for individuals interested in learning more about the school’s operational model.

The lack of computer-aided learning and computers underscores the challenges faced by many rural schools in India, illustrating the need for continued investment in educational resources in such regions to ensure equal access to modern educational tools and technology.

The school’s status as a “Private” building suggests a degree of community investment and involvement in maintaining the facility. This highlights the local community’s shared responsibility in sustaining the school’s operations and supporting the students’ education.

In conclusion, Madarsa Faizane Rasool PS Khutar provides a vital educational service to the rural community. While challenges remain in terms of resource availability, the school’s dedication and commitment to its students make it a significant contributor to the educational landscape of Shahjahanpur district. The school’s unique characteristics and challenges provide valuable insights into the diversity of educational settings within India’s rural communities.