MADARSA GULAMANE HUSSAIN

MADARSA GULAMANE HUSSAIN was established in 1997 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in KHANDWA block of KHANDWA 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. English 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 But Broken boundary wall. The school has have electric connection. The source of Drinking Water in the school is None 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 Not Applicable providing mid-day meal.

Madarsa Gulamane Hussain: A Comprehensive Overview of a Primary School in Khandwa, Madhya Pradesh

Madarsa Gulamane Hussain, a primary school located in the urban area of Khandwa, Madhya Pradesh, stands as a testament to educational commitment in the region. Established in 1997, this co-educational institution is recognized by the Wakf Board/Madarsa Board and serves students from Class 1 to Class 5. Its location within the KHANDWA block of KHANDWA district makes it easily accessible to the local community.

The school’s infrastructure consists of a private building with a single classroom, ensuring a focused learning environment. While the building’s pucca walls are described as broken, the presence of electricity ensures a functional learning space. Notably, the school’s building is used solely for its intended purpose and is not shared with any other institution.

Despite the limited facilities, Madarsa Gulamane Hussain boasts a dedicated teaching staff comprising one male teacher and four female teachers, totaling five educators committed to their students’ progress. The curriculum utilizes English as the medium of instruction, catering to the diverse needs of the students.

The school’s operational aspects are noteworthy. The academic session begins in April, aligned with the standard academic calendar. Access to the school is convenient year-round via an all-weather road. While the school lacks a playground and library, it prioritizes providing basic amenities such as functional boys’ and girls’ toilets.

The absence of a library, computer lab, and computer-aided learning reflects the school’s resource limitations. However, the dedicated teachers compensate for this with their commitment to providing a quality education within available resources. The lack of a pre-primary section focuses the school’s resources entirely on providing primary education.

Madarsa Gulamane Hussain’s operational aspects are further defined by the absence of a midday meal program, a characteristic reflective of its unique status as a Madarsa. The school also lacks ramps for disabled access, presenting a challenge that may require future consideration to enhance inclusivity. The school’s management emphasizes the provision of quality education within its existing infrastructure.

The school’s management structure, under the Madarsa Recognized (by Wakf Board/Madarsa Board), underscores its unique identity and operational framework. The absence of a head teacher is a notable aspect requiring further investigation to understand its implication for school management and operations.

The school’s geographical location in an urban setting contributes to its accessibility. The all-weather road ensures consistent access for students and staff, irrespective of weather conditions. The school’s structure, although limited, remains a functional space providing educational opportunities within the community.

In conclusion, Madarsa Gulamane Hussain, despite its resource constraints, functions as a valuable educational institution in Khandwa, providing essential primary education to the local students. The school’s dedication to education, coupled with the support of the Wakf Board/Madarsa Board, helps to ensure the continuation of its valuable educational services.

The school’s history and commitment to providing education in the region solidify its place within the community. Future initiatives may focus on enhancing its infrastructure to provide a more comprehensive learning experience, including the addition of a library, computer lab, playground, and improved accessibility features.