MADARSA HABIBIYA PUBLIC SCHOOL DHAKI SHASHPUR

MADARSA HABIBIYA PUBLIC SCHOOL DHAKI SHASHPUR was established in 2014 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in SAHASPUR block of DEHRADUN district of Uttarakhand. 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 N/A 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 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 But Broken 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 a 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 and Prepared in School Premises providing mid-day meal.

Madarsa Habibiya Public School: A Rural Primary School in Uttarakhand, India

Madarsa Habibiya Public School, located in the rural area of Sahaspur block in Dehradun district, Uttarakhand, is a private, co-educational primary school established in 2014. The school, managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), offers classes from 1st to 5th standard, with Hindi as the primary medium of instruction. The school’s academic year begins in April.

The school building, while privately owned, features four classrooms in good condition. In addition to the classrooms, the school maintains separate spaces for non-teaching activities and a dedicated room for the teachers. The school campus boasts a playground, a significant asset for the students’ physical development. Despite its rural location, the school benefits from a reliable tap water supply and electricity connection. Basic sanitation is provided with functional boys’ and girls’ toilets.

While the school does not currently offer computer-aided learning or possess a library, it prioritizes the students’ well-being through a provided mid-day meal prepared on-site. The school’s physical infrastructure is characterized by a pucca, albeit broken, boundary wall. The absence of a library and computers reflects a potential area for future development and improvement.

The school employs a total of two teachers—one male and one female—dedicated to providing quality education to the students. The school’s management emphasizes the provision of a safe and supportive learning environment, focusing on delivering a strong foundation in basic education. The school’s commitment to providing meals demonstrates its dedication to addressing the nutritional needs of its students.

Madarsa Habibiya’s location in a rural setting presents both challenges and opportunities. While access to resources might be limited, the school’s focus on foundational education within its local community plays a vital role. The dedicated staff works to overcome potential obstacles in providing a suitable learning environment for its students.

The school’s structure and facilities, although basic, fulfill the fundamental requirements for providing primary education. The presence of a playground highlights the importance placed on the physical development of the students alongside their academic progress. The lack of more advanced facilities presents an area for potential future development and growth.

The school’s management structure under the Madarsa Recognized (by Wakf Board/Madarsa Board) reflects a unique organizational approach. This model may bring distinct advantages and challenges related to resource management and curriculum development. Further understanding of this aspect could offer valuable insights into the school’s operations.

Despite the absence of advanced technological resources, such as computers and a library, the school’s focus remains on delivering a solid foundation in basic education. This commitment to core learning principles is a strength and demonstrates a dedication to educational excellence within the given constraints.

The school’s infrastructure, although showing signs of wear and tear (pucca but broken boundary wall), remains functional. The presence of functioning toilets and a reliable water supply are significant factors in maintaining a healthy and hygienic learning environment for the students.

Madarsa Habibiya Public School stands as a testament to the commitment to providing education in a rural setting. The school’s challenges highlight the need for continued support and investment to ensure its sustainable growth and development in the years to come. Its current focus on fundamental literacy and numeracy offers a promising beginning for its students.