MADARSA GOSIYA KISHN POL

MADARSA GOSIYA KISHN POL 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 GIRWA block of UDAIPUR district of Rajasthan. The school consists of Grades from 1 to 5. The school is Co-educational and it 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 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 Gosiya Kishn Pol: A Detailed Profile of a Primary School in Udaipur, Rajasthan

Madarsa Gosiya Kishn Pol, established in 2003, is a private, co-educational primary school located in the urban area of Udaipur, Rajasthan. Operating under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), this institution serves students from Class 1 to Class 5, with a dedicated pre-primary section catering to younger learners. Instruction is primarily delivered in Hindi.

The school’s infrastructure includes a pucca (permanent) building featuring one classroom, ensuring a conducive learning environment for its students. Essential amenities such as electricity and tap water are readily available, providing a basic level of comfort and hygiene. Toilets are available for both boys and girls, signifying a commitment to providing a safe and inclusive learning environment.

The school’s teaching staff comprises a total of three teachers – one male and two female educators, including one teacher dedicated to the pre-primary section. This demonstrates a commitment to providing a balanced educational experience for the students. Meals are provided to the students but are not prepared on school premises. The school’s operational schedule aligns with the standard academic calendar, commencing in April.

The school’s location is easily accessible via all-weather roads, providing convenient access for students and staff. However, the school lacks some essential amenities; notably, it does not have a library, playground or computer-aided learning facilities. The absence of a library is particularly noteworthy considering its potential to enrich the learning experience through access to additional reading materials. Similarly, the lack of a playground limits opportunities for physical activity and recreation.

The school’s commitment to providing a basic but functional learning environment is evident in its existing facilities. The presence of separate toilets for boys and girls and the provision of tap water reflects an effort to maintain a reasonable level of hygiene. The building’s pucca construction demonstrates a commitment to providing a structurally sound and long-lasting learning space.

While the school currently lacks advanced learning resources like computers and a library, its focus on providing a fundamental education in a safe and accessible setting is clear. The availability of teaching staff, along with a focus on core subjects, underlines the dedication of the school towards ensuring every child has access to a basic education.

The school’s management, falling under the Madarsa Recognized (by Wakf Board/Madarsa Board), indicates a specific educational philosophy and approach. This structure likely influences the curriculum and teaching methodology employed within the institution, shaping the educational experience provided to the students.

Further development in terms of infrastructure and resources would undoubtedly enhance the educational opportunities offered by Madarsa Gosiya Kishn Pol. The addition of a library, a playground, and computer-aided learning facilities would significantly contribute to a more comprehensive and enriching learning experience for the students.

This school stands as a testament to the efforts made to provide basic education in a specific community. The school’s simple structure and focus on providing a functional learning environment reveals its dedication to fostering educational growth within its immediate surroundings. Future expansion and improvement of facilities will undoubtedly play a role in enhancing the learning experience for its students.

The information provided highlights Madarsa Gosiya Kishn Pol as a functional primary school striving to provide quality education within its constraints. With improvements in resources and facilities, the school has the potential to further enhance its contributions to the education of children in Udaipur.