MADARSA FATAMA KHADA

MADARSA FATAMA KHADA was established in 1998 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in SIRMOUR block of REWA 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. 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 3 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 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 57 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 Applicable providing mid-day meal.

Madarsa Fatama Khada: A Comprehensive Profile of a Rural Primary School

Madarsa Fatama Khada, a private primary school in Rewa district, Madhya Pradesh, India, stands as a testament to educational commitment in a rural setting. Established in 1998 under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), this co-educational institution serves students from Class 1 to Class 8. Located in an urban area within the Sirmour block, the school plays a vital role in providing education to the local community.

The school’s infrastructure comprises a private building with three classrooms, all in good condition. These are supplemented by two additional rooms for non-teaching activities, and a dedicated space for the teacher. A pucca boundary wall ensures safety and security, while electricity and hand pumps provide essential services. The presence of a playground and a library, stocked with 57 books, further enhances the learning environment. Notably, ramps for disabled access are available, ensuring inclusivity.

The school’s curriculum is delivered through the Hindi medium of instruction, reflecting the local linguistic landscape. The teaching staff consists of one male teacher, emphasizing the dedication of a small but committed team. The school operates on a standard academic calendar, commencing its sessions in April. While the school lacks computer-aided learning facilities, the availability of essential resources like a library and functional toilets highlights a commitment to basic educational needs.

The school’s management structure is under the Madarsa Recognized (by Wakf Board/Madarsa Board), indicating a unique organizational framework. This model highlights the integration of traditional educational approaches with the broader formal education system. This blend of educational philosophies showcases an adaptable model for providing education within the local context.

Madarsa Fatama Khada’s commitment to providing a quality education despite limited resources is commendable. The school’s operational efficiency, despite relying on a single teacher, demonstrates the dedication of the staff to fulfilling its educational mission within the community. The facilities, though basic, are well-maintained and functional, indicative of a responsible approach to resource management.

The availability of essential amenities such as a library, playground, and functional toilets underpins the school’s efforts in creating a conducive learning environment. These resources, while not lavish, meet the basic needs of the students and support a holistic educational experience. The school’s robust infrastructure, including the pucca boundary wall and reliable electricity supply, further contributes to a secure and functional learning environment.

The school’s location in an urban area provides accessibility for students within the immediate vicinity. The absence of pre-primary classes focuses the school’s efforts on providing primary and upper primary education, ensuring a concentrated approach to core subjects and educational outcomes. The use of Hindi as the instruction medium enhances the accessibility and relevance of the curriculum for the local student population.

The school’s commitment to accessibility is evident in the provision of ramps for disabled children. This inclusive approach demonstrates a proactive measure to ensure equal access to education for all students, regardless of physical ability. This highlights the school’s dedication to fostering an inclusive and welcoming environment for all learners.

Madarsa Fatama Khada serves as a valuable educational resource for the community, providing primary and upper primary education within a structured and supportive learning environment. The school’s focus on fundamental education, coupled with a commitment to inclusivity and the effective utilization of limited resources, highlights its vital contribution to the local area. The school’s success story underscores the importance of community-driven educational initiatives.

In conclusion, Madarsa Fatama Khada is a small but impactful educational institution, effectively serving the community’s needs with dedicated staff and well-maintained facilities. Its unique organizational structure and commitment to inclusive education make it a significant contributor to the educational landscape of Rewa district.