MADARSA FZAL UL ULOOM NO. 28

MADARSA FZAL UL ULOOM NO. 28 was established in 2003 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in KARAULI block of KARAULI district of Rajasthan. 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 1 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 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 but not Prepared in School Premises providing mid-day meal.

Madarsa Fzal Ul Uloom No. 28: A Detailed Profile of a Primary School in Rajasthan

Madarsa Fzal Ul Uloom No. 28, a primary school nestled in the urban area of Karaulli district, Rajasthan, stands as a testament to educational access in the region. Established in 2003, this co-educational institution operates under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), offering a crucial educational foundation to students.

The school’s infrastructure, while modest, serves its purpose effectively. Housed in a rented building, Madarsa Fzal Ul Uloom No. 28 comprises a single classroom, ensuring a focused learning environment for its students. Essential amenities, such as electricity and a pucca boundary wall, contribute to a safe and functional learning space. The provision of tap water addresses the students’ hydration needs. Furthermore, the presence of separate functional boys’ and girls’ toilets underscores the school’s commitment to hygiene and inclusivity.

The academic structure of the school focuses on primary education, encompassing grades 1 through 5. Hindi serves as the medium of instruction, fostering a strong connection with the local language and culture. The school’s teaching staff consists of a single male teacher, dedicated to providing quality education to the students under their charge. The school’s management ensures that mid-day meals are provided, although not prepared on-site, thereby supporting the nutritional needs of the students.

Despite its limited resources, the school maintains a functional structure. The presence of a dedicated room for the head teacher highlights the administration’s commitment to effective leadership and support for the teaching staff. The school’s operational details are noteworthy; the academic session commences in April, aligning with the regional academic calendar. The school operates on a single shift basis and its accessibility is ensured by its location on an all-weather road.

Madarsa Fzal Ul Uloom No. 28’s location within an urban setting provides a unique context for its operations. This urban setting provides access to resources that may otherwise be limited in rural settings. The school’s single classroom effectively serves the needs of its students, suggesting a tailored approach to education. The absence of a pre-primary section indicates the school’s specific focus on primary education.

The school’s management structure, under the Madarsa Recognized (by Wakf Board/Madarsa Board), provides a framework of accountability and governance. This framework emphasizes community involvement and engagement with educational initiatives. The absence of a computer lab or computer-aided learning suggests a traditional approach to education, focused on fundamental teaching methods. However, this approach may also reflect the resource constraints faced by the school.

The school’s commitment to providing a safe and functional learning environment is noteworthy. The pucca boundary wall ensures security, while the presence of functional toilets underscores the school’s dedication to hygiene. The provision of tap water is essential for the students’ well-being.

The school’s lack of a playground and library may be attributed to the constraints of its resources. However, these limitations highlight the potential benefits of future expansions and resource allocation. The absence of ramps for disabled children indicates an area requiring future infrastructural development to enhance inclusivity.

Despite its modest scale and limited resources, Madarsa Fzal Ul Uloom No. 28 provides a vital educational service to the community. The school’s dedication to providing quality primary education, despite these resource limitations, is a testament to its commitment to serving the students and the community it serves. This dedicated approach emphasizes the importance of community schools and their crucial role in bridging the educational gap.

The school’s profile reveals a clear picture of a functional educational institution committed to providing basic primary education within its resource limitations. Future investments in infrastructural improvements and resources will further enhance the school’s capabilities and opportunities for the students.