MADARSA KOHINOOR

MADARSA KOHINOOR was established in 1999 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in SHEOPUR block of SHEOPUR 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. 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 5 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 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 a 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 Kohinoor: A Comprehensive Profile of a Rural Primary School

Madarsa Kohinoor, a primary school nestled in the Sheopur district of Madhya Pradesh, India, stands as a testament to the dedication to education in rural communities. Established in 1999, this co-educational institution serves students from classes 1 to 8, providing a crucial foundation for their academic journey. The school’s management falls under the purview of the Madarsa Recognized (by Wakf Board/Madarsa Board), highlighting its commitment to providing quality education within a specific cultural context.

Situated in an urban area, Madarsa Kohinoor operates from a rented building, equipped with five classrooms designed to facilitate effective teaching and learning. The school boasts a functional playground and a library, although currently without books, emphasizing the potential for future enrichment. The presence of a pucca boundary wall ensures a secure and defined learning environment.

Despite lacking electricity and computer-aided learning facilities, Madarsa Kohinoor prioritizes essential amenities. Tap water provides a reliable source of drinking water, and separate functional toilets are available for boys and girls. This commitment to basic infrastructure underscores the school’s dedication to the well-being of its students.

The school’s teaching staff comprises two teachers – one male and one female – who are dedicated to imparting knowledge through Hindi, the school’s medium of instruction. The head teacher, SMT. KURESHA BEGAM, provides capable leadership and guidance to the school’s staff and students. The school provides midday meals, prepared and served on the premises, ensuring students receive essential nourishment.

Madarsa Kohinoor’s academic structure encompasses a primary and upper primary curriculum (classes 1-8). This comprehensive approach lays a solid foundation for students to pursue further education. The school’s operational schedule aligns with the academic calendar, beginning in April.

The school’s accessibility is ensured by its location on an all-weather road, simplifying the commute for students. The absence of a pre-primary section and computer lab highlights areas for potential future development and expansion.

The school’s humble beginnings and its commitment to basic amenities showcase a dedication to educating children from the community. The lack of certain resources, such as computers and a substantial library collection, presents opportunities for growth and improvement.

Madarsa Kohinoor’s story is one of resilience and dedication. It demonstrates the importance of providing basic educational infrastructure, even in resource-constrained environments. Its location in an urban area provides better access to resources and support compared to schools in more remote areas.

This institution’s ongoing operational challenges and its focus on providing a foundational education highlight the need for continued support and development. Future expansions could include providing electricity, acquiring computers and library resources, and expanding computer-aided learning capabilities.

In conclusion, Madarsa Kohinoor’s profile reflects the realities of many schools in rural and underserved areas. While facing infrastructural limitations, the school demonstrates a commitment to education and the development of its students. With sustained support and targeted improvements, Madarsa Kohinoor can further enhance its capabilities and contribute to the educational advancement of its community.