MADARSA GULSHANE SABRI

MADARSA GULSHANE SABRI was established in 2004 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in MAIHAR block of SATNA district of Madhya Pradesh. 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 Not Applicable 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 Rented building. It has got 4 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 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 a library and has 30 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 Gulshane Sabri: A Comprehensive Overview of a Rural Educational Institution

Madarsa Gulshane Sabri, a co-educational primary and upper primary school (classes 1-8), stands as a testament to educational commitment in the rural landscape. Established in 2004 and managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), this institution serves the urban community of Maihar block in Satna district, Madhya Pradesh. Its location ensures accessibility, facilitated by an all-weather road. The school’s academic session begins in April, aligning with the regional calendar.

The school’s infrastructure includes a rented building, thoughtfully equipped with four classrooms in excellent condition and additional rooms for non-teaching activities. A dedicated space serves as a headmaster’s/teacher’s office. Enhancing the learning environment, the school boasts a pucca boundary wall, ensuring safety and security for students. Reliable electricity ensures smooth daily operations.

Further contributing to a conducive learning environment, the school maintains a well-functioning library, stocked with 30 books. The presence of a playground encourages physical activity and recreation. The provision of a well as a reliable source of drinking water underscores the school’s dedication to the well-being of its students. Separate and functional boys’ and girls’ toilets further prioritize hygiene and sanitation.

The teaching staff comprises four teachers, including one male and three female educators. Instruction is delivered in Urdu, reflecting the local linguistic context. The school’s commitment to education is evident in its robust curriculum covering classes 1 through 8. The absence of a pre-primary section, however, may limit its reach to younger children.

The school’s facilities demonstrate a commitment to practicality and functionality. While the absence of computers and computer-aided learning might be a limitation in the current technological age, the presence of a library and playground compensates in part for this deficit. The lack of ramps highlights an area for potential future improvement to ensure inclusivity for students with disabilities.

Madarsa Gulshane Sabri’s story is one of perseverance and dedication to education in a rural setting. While certain resources might be limited, the school’s existing infrastructure and committed teaching staff contribute positively to the education of the local community. The institution’s strategic location and accessible environment ensure that education remains within easy reach for students in the area.

The school’s history reflects the community’s commitment to education. Since its inception in 2004, the school has been a beacon of learning and opportunity. Its operational functionality reflects efficient use of available resources to provide quality education to students. The decision to utilize a rented building underscores a pragmatic approach to resource management.

Madarsa Gulshane Sabri’s approach highlights the importance of adapting educational resources to the specific needs of the community it serves. The use of Urdu as the medium of instruction reflects a culturally sensitive approach to education, fostering understanding and engagement amongst students. The availability of separate restrooms emphasizes sanitation and well-being.

The school’s physical infrastructure is complemented by a strong teaching staff dedicated to fostering learning. The dedication of teachers, evident in their commitment to providing quality education, exemplifies the spirit of education in the region. The school’s commitment to student well-being, as evidenced by the provision of a playground and library, creates a well-rounded learning experience.

In summary, Madarsa Gulshane Sabri, despite its limited resources, serves as a vital educational institution in its community. Its commitment to providing quality education within the available resources stands as a testament to the importance of education in rural areas. The school’s focus on providing basic necessities such as clean water and restrooms showcases its dedication to providing a holistic learning environment. The school’s continued operation represents a significant contribution to the educational landscape of its region.