MADARSA GULSHAN-A-MOHEMED UPS EDU SOS

MADARSA GULSHAN-A-MOHEMED UPS EDU SOS was established in 2000 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in MAKRANA block of NAGAUR district of Rajasthan. The school consists of Grades from 1 to 8. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) 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 7 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 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 Gulshan-a-Mohemed UPS EDU SOS: A Detailed Profile of a Rural Primary School

Madarsa Gulshan-a-Mohemed UPS EDU SOS is a private, co-educational primary school located in the rural area of Makrana block, Nagaur district, Rajasthan. Established in 2000, it operates under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board) and offers classes from 1 to 8, providing education to children in the region.

The school’s infrastructure includes a private building with seven classrooms, all reported to be in good condition. The building also houses two additional rooms for non-teaching activities, and a dedicated room for the headmaster or teacher. However, the school lacks a boundary wall and electricity, indicating a need for infrastructural improvements.

Sanitation facilities are basic, with one functional boys’ toilet and one functional girls’ toilet available on the premises. The absence of a playground and library limits extracurricular activities and access to learning resources. The school does not provide drinking water, highlighting a critical need for improvement in this essential area. Additionally, the school does not have ramps for disabled children, indicating a lack of accessibility features for students with disabilities.

The school’s academic approach employs Hindi as the primary medium of instruction. The academic year commences in April. The school’s educational resources are limited, with no computer-aided learning facilities or computers available for teaching and learning. It also does not offer a mid-day meal program.

The school’s governance and administration are handled by the Madarsa Recognized (by Wakf Board/Madarsa Board), which plays a crucial role in managing the school’s operations and ensuring its educational objectives are met.

Despite the challenges posed by limited resources and infrastructure, Madarsa Gulshan-a-Mohemed UPS EDU SOS strives to provide basic education to children in a rural setting. The school’s focus on providing a fundamental education is vital for the community’s development and progress.

The absence of crucial facilities such as electricity, a library, and a playground underscores the need for increased support and investment to enhance the learning environment and improve the overall quality of education provided.

Addressing these infrastructure deficiencies would significantly improve the learning experience for the students and contribute to better educational outcomes. The provision of drinking water, accessible facilities for disabled children, and enriched learning resources are paramount to achieving this goal.

Further investment in teacher training and the acquisition of educational resources could also greatly benefit the school and its students. Partnerships with governmental and non-governmental organizations could be crucial in securing the necessary resources and support.

The school’s future success hinges on overcoming these challenges and securing the resources needed to create a more conducive learning environment. By addressing the identified needs, the school can significantly enhance the quality of education it provides to its students and better equip them for future success. Collaboration and community support are vital in achieving this aspiration.