MADARSA GOSIYA GARIB NAWAZ PANSEMAL

MADARSA GOSIYA GARIB NAWAZ PANSEMAL was established in 2000 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in PANSEMAL block of BARWANI 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 others 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 Under Construction 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 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 0 girls toilet and it is functional. The school has no playground. The school has a library and has 100 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. 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 Gosiya Garib Nawaz Pansemal: A Comprehensive Profile

Madarsa Gosiya Garib Nawaz Pansemal, established in the year 2000, stands as a testament to educational commitment in the urban landscape of Pansemal, Barwani district, Madhya Pradesh. Managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), this co-educational institution serves students from Class 1 to Class 5, providing primary education within a residential setting categorized as “others.” The school’s unique character is shaped by its distinct features and operational aspects.

The school’s infrastructure is currently under construction, but it already boasts three well-maintained classrooms dedicated to instruction. These are supplemented by two additional rooms for non-teaching activities and a dedicated space for the teaching staff. While the school lacks a boundary wall, it does benefit from a reliable electricity supply and access to tap water, ensuring a basic level of comfort and functionality. A notable feature is the school’s library, stocked with 100 books, providing resources to supplement classroom learning. The school’s commitment to education is further underscored by the presence of one functional computer, designed to enhance the learning experience.

The teaching staff comprises two male teachers, dedicated to providing quality instruction in Urdu, the school’s primary language of instruction. Meals are provided to students, although not prepared on-site. The school’s academic calendar follows the standard April commencement, aligning with regional norms. The institution’s commitment to accessibility is evidenced by its all-weather road access, ensuring consistent student attendance regardless of weather conditions. The school’s relocation to its current site signifies a commitment to improvement and progress.

While the school currently lacks a computer-aided learning lab, the existing computer indicates a potential future investment in technology-integrated education. The absence of a playground is a noteworthy point for consideration in future development plans, acknowledging the importance of extracurricular activities for holistic child development.

The Madarsa’s residential nature, classified as “others,” requires further clarification, potentially highlighting a unique support system for students. The building’s “under construction” status points to ongoing efforts to enhance the learning environment, suggesting a commitment to providing improved facilities for students and staff.

The Madarsa’s reliance on two male teachers underscores the need for potential future expansion of the teaching staff to better accommodate the students’ needs. The availability of a library, however small, demonstrates a proactive approach to fostering a love of reading and learning beyond the confines of the classroom.

Despite the absence of some amenities, the Madarsa’s core focus on providing primary education in Urdu within a residential context speaks to its unique position within the community. Its ongoing development and its commitment to improving its facilities underscore a dedication to providing quality education.

The school’s location in an urban setting necessitates a continued focus on safety and security, particularly given the absence of a boundary wall. Future development might involve considering the construction of a boundary wall, along with plans to include a playground and potentially expand the computer-aided learning capabilities.

Looking to the future, Madarsa Gosiya Garib Nawaz Pansemal presents a compelling case study of a developing educational institution. Its ongoing efforts toward improvement, combined with its strong commitment to providing primary education within a residential framework, suggest a promising path towards providing enhanced educational opportunities for its students.

The absence of specific data points regarding certain features such as the head teacher, contact information, and precise location (latitude and longitude) presents opportunities for future data enrichment. This enhanced information would provide a more comprehensive understanding of the Madarsa and facilitate more effective support and communication with the institution.