MADARSA JAMIL-UL-ULUM SCHOOL

MADARSA JAMIL-UL-ULUM SCHOOL was established in 1982 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in VIKASNAGAR 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 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 2 boys toilet and it is functional. and 3 girls toilet and it is functional. The school has a playground. The school has a library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Madarsa Jamil-ul-Ulum School: A Comprehensive Overview

Madarsa Jamil-ul-Ulum School, established in 1982, is a private, co-educational primary school located in the rural VIKASNAGAR block of DEHRADUN district, Uttarakhand, India. Operating under private unaided management, this institution provides education for students from Class 1 to Class 5. The school’s commitment to quality education is evident in its facilities and resources.

Instruction Medium and Teaching Staff

The primary language of instruction at Madarsa Jamil-ul-Ulum School is Hindi. The school boasts a dedicated team of two male teachers, who work diligently to provide quality education to the students. The school’s leadership is guided by Head Teacher ABID ALI.

Physical Infrastructure and Resources

The school operates within a private building, equipped with four classrooms in good condition, ensuring a conducive learning environment. Additional facilities include a functional library, though currently lacking books, a playground promoting physical activity, and readily available tap water. The school also boasts two boys’ toilets and three girls’ toilets, ensuring proper sanitation facilities. Importantly, the school possesses two computers and a dedicated computer-aided learning lab, integrating technology into education. The campus is secured by a pucca boundary wall and benefits from a reliable electricity connection.

Accessibility and Amenities

The school is accessible via an all-weather road, ensuring consistent access for students and staff. While the school lacks ramps for disabled children, the availability of other essential facilities contributes to a relatively inclusive learning environment.

Academic Focus and Curriculum

The school’s curriculum focuses on primary education (Classes 1-5), with the school adhering to an “Others” board for Class 10 and Class 10+2 qualifications. The school does not offer a pre-primary section. The school does not provide mid-day meals.

School’s Location and Contact Information

Located in a rural setting, the school serves the local community with its educational services. Its precise geographical coordinates are unavailable, and further contact details like phone number and email address are not currently accessible. However, the school’s postal code is 248125.

School’s Unique Characteristics

The school’s commitment to providing a basic education in a rural setting is noteworthy. The presence of computer-aided learning facilities shows a forward-thinking approach to educational delivery, even with limited resources. The private management and dedicated teaching staff underscore the community’s commitment to education.

Conclusion

Madarsa Jamil-ul-Ulum School plays a vital role in educating children in its rural community. While it has some areas for potential improvement, such as expanding the library and adding ramps for accessibility, its current infrastructure and teaching staff are positive indicators of its ongoing dedication to its students’ educational needs. Future developments and expansion plans remain undisclosed, but the school’s existing facilities are valuable assets to the community. The consistent efforts of the dedicated teachers and the proactive use of technology demonstrate the school’s commitment to providing a robust and contemporary primary education.