MADARSA GARIB NAWAJ KHOLWA

MADARSA GARIB NAWAJ KHOLWA was established in 2001 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in BHIKAN GOAN block of KHARGONE 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 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well 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 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 Garib Nawaz Kholwa: A Rural Primary School in Madhya Pradesh

Madarsa Garib Nawaz Kholwa is a primary school located in the rural area of BHIKAN GOAN block, KHARGONE district, Madhya Pradesh, India. Established in 2001, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and offers classes from 1st to 5th standard. The school operates from a private building and utilizes Hindi as its primary medium of instruction.

The school’s infrastructure includes three classrooms in good condition, along with additional rooms for non-teaching purposes and a dedicated space for the teachers. A playground is available for the students, providing a recreational area for physical activity. However, the school currently lacks a library, boundary wall, and electricity connection. The school’s drinking water source is a well. Sanitation facilities consist of one boys’ and one girls’ toilet.

The teaching staff comprises three teachers, two male and one female. While the school caters to students from class 1 to 5, it does not offer a pre-primary section. The absence of computers and a computer-aided learning lab reflects the school’s limited technological resources. Mid-day meals are not provided at the school.

Accessibility to the school is ensured by an all-weather road, making it reachable throughout the year. The academic session commences in April, adhering to the standard academic calendar. The school’s location in a rural setting highlights the importance of educational access in underserved communities.

The Madarsa’s management structure, under the Madarsa Recognized (by Wakf Board/Madarsa Board), reflects its unique organizational framework. This organizational structure might influence specific aspects of the curriculum or school operations, though details about this are not provided in the available data.

The school’s lack of certain amenities, such as a boundary wall, electricity, library, and computer lab, indicates potential areas for improvement and highlights the need for investment in educational infrastructure to provide a more comprehensive learning environment for the students.

The availability of toilets, although limited to one each for boys and girls, addresses a basic need for sanitation. The functional well provides a consistent source of drinking water for the students and staff, ensuring access to this essential resource.

The absence of pre-primary education highlights a gap in the educational services provided by the school. This limitation might affect access to early childhood education for children in the surrounding community. The school’s focus on primary education, however, allows it to cater to the educational needs of a specific age group.

The school’s location in a rural setting presents unique challenges and opportunities. While it might face limitations in resource accessibility, its presence contributes significantly to the educational landscape of the community. Further investigation would be required to understand the specific challenges and success stories of this institution.

The information provided offers a clear picture of Madarsa Garib Nawaz Kholwa, highlighting its strengths and areas needing further development. This insight into a rural school in Madhya Pradesh provides valuable context for understanding educational provisions in similar settings across the region.