MADARSA HANIFIYA BASTOLI

MADARSA HANIFIYA BASTOLI was established in 1999 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in KAILARAS block of MORENA 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. 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 Rented building. It has got 3 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 Hand Pumps 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 Hanifiya Bastoli: A Rural Primary School in Morena, Madhya Pradesh

Madarsa Hanifiya Bastoli, a primary school located in the rural KAILARAS block of MORENA district, Madhya Pradesh, has been serving the community since its establishment in 1999. Managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), this co-educational institution provides primary education (grades 1-5) to the local children. The school’s infrastructure, while modest, serves its purpose effectively.

The school’s building is rented and comprises three classrooms in good condition, along with additional space for non-teaching activities and a dedicated room for the head teacher. Despite lacking a boundary wall and electricity, the school makes effective use of its resources to provide quality education. Clean drinking water is ensured through functional hand pumps. Sanitation is addressed with the provision of one boys’ toilet and one girls’ toilet, contributing to a healthy learning environment.

A significant asset of Madarsa Hanifiya Bastoli is its playground, offering children a vital space for recreation and physical activity. This outdoor area fosters healthy development alongside academic learning. Though the school currently doesn’t have a library, its presence of a playground underscores the school’s commitment to providing a holistic educational experience. Accessibility remains a focus, although ramps for disabled children are not currently available.

The school employs two male teachers dedicated to imparting knowledge to the students. Instruction is conducted in Hindi, making learning accessible to the local community. The school’s commitment to providing nutritious meals is evident in its mid-day meal program, where meals are prepared and provided on the school premises. The school operates under the academic calendar commencing in April.

The absence of computers and a computer-aided learning lab reflects the school’s current resource limitations. However, the school’s focused approach to basic education and its dedication to providing a safe and nurturing environment remain its strengths. The school’s accessibility via all-weather roads ensures students can attend regardless of weather conditions.

The head teacher, FIROJ KHAN, along with the teaching staff, diligently guide the students toward a foundational education. The school’s simple yet functional structure facilitates a conducive learning environment.

Madarsa Hanifiya Bastoli serves as a vital educational pillar within its community, providing crucial primary education despite limited resources. Its commitment to providing a basic but sound education is evident in its operation and management.

The school’s rural setting adds to its unique character, highlighting the dedication of the staff in reaching out to students in a less-accessible area. The school’s modest infrastructure reflects the realities of resource allocation in the region, while its emphasis on teaching, sanitation, and nutrition showcases its commitment to the students’ well-being.

Further development and resource allocation would undoubtedly enhance the educational opportunities available at Madarsa Hanifiya Bastoli. However, the school’s existing functionality and dedication to its students remain commendable.

Madarsa Hanifiya Bastoli exemplifies the dedication of educational institutions in providing essential learning opportunities to underserved communities. While resources may be limited, the commitment to providing a quality education remains steadfast. The school’s progress and continued success serve as an inspiration to similar institutions facing similar challenges.