MADARSA ISLAMIYA GAUSUL ULOOM KARAONDI

MADARSA ISLAMIYA GAUSUL ULOOM KARAONDI was established in 2012 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in MAWAI block of FAIZABAD district of Uttar 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 N/A 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 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 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 Not Provided providing mid-day meal.

MADARSA ISLAMIYA GAUSUL ULOOM KARAONDI: A Rural Primary School in Uttar Pradesh

Located in the MAWAI block of FAIZABAD district in Uttar Pradesh, MADARSA ISLAMIYA GAUSUL ULOOM KARAONDI is a primary school serving students from Class 1 to Class 5. Established in 2012, the school is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and operates in a rural setting.

The school is co-educational, with no attached pre-primary section. Instruction is delivered in Urdu, with a total of two male teachers on staff. The school building is privately owned and features four well-maintained classrooms. Additionally, two rooms are designated for non-teaching activities, and a dedicated space serves as the headmaster’s office.

The school grounds are enclosed by a sturdy pucca boundary wall and include a playground for student recreation. While the school does not currently have electricity, it does have a functional hand pump providing drinking water for students and staff. Sanitation is provided by one boys’ toilet and one girls’ toilet, both in working order.

The school’s focus is on primary education, with no provisions for higher secondary classes or pre-primary instruction. There is no library on-site, and consequently, no books are available for students. The school also lacks computers for teaching and learning purposes, and there is no computer-aided learning lab. While the school is not equipped to provide mid-day meals, it does have a dedicated head teacher, MERAJ AHMAD, who is responsible for overseeing the educational process.

Accessibility and Resources

While the school is not equipped with ramps for disabled children, it does have a playground and a dedicated space for the head teacher. The school’s location in a rural area ensures that it is accessible by all-weather roads, making it easier for students to reach the school regardless of weather conditions. The school’s academic year begins in April, offering a unique academic calendar for students in the region.

A Look at the School’s Infrastructure

The school’s infrastructure is designed to provide a basic yet functional learning environment for its students. With four classrooms, a playground, and separate spaces for administrative functions, the school provides a safe and supportive space for learning. The availability of a functional hand pump ensures access to clean drinking water, while the presence of separate toilets for boys and girls addresses sanitation concerns.

Focus on Primary Education

The school’s dedication to primary education emphasizes the importance of foundational learning for students in the rural community. By providing a space for students to learn in their native language and environment, the school plays a vital role in empowering the next generation of students.

While the school lacks certain amenities, such as a library, computers, and electricity, it is committed to providing quality education to its students within its resources. The school’s continued operation is a testament to its dedication to the community and its belief in the transformative power of education.