MADARSA KULSUM VIN MUSHTAFA

MADARSA KULSUM VIN MUSHTAFA was established in 2005 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in RAIPUR(K) block of REWA 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 Private 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 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 a library and has 90 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 Applicable providing mid-day meal.

Madarsa Kulsum Vin Mushtfa: A Rural Primary School in Rewa, Madhya Pradesh

Madarsa Kulsum Vin Mushtfa is a private, co-educational primary school located in the rural area of Raipur(K) block, Rewa district, Madhya Pradesh. Established in 2005, this institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and offers classes from 1st to 8th standard. The school’s primary medium of instruction is Hindi.

The school’s infrastructure includes three classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. While the school boasts a playground and a library housing 90 books, it lacks a boundary wall. However, essential amenities such as electricity and functional hand pumps for drinking water are available. Separate boys’ and girls’ toilets are also provided.

The school’s academic focus is on primary and upper primary education (classes 1-8). The teaching staff comprises five male teachers, dedicated to providing quality education. The absence of a pre-primary section caters solely to students from class 1 onwards.

Accessibility is facilitated by an all-weather road leading to the school, ensuring easy access for students and staff regardless of weather conditions. The academic session begins in April, adhering to the standard academic calendar.

Although the school benefits from having a library and playground, certain improvements could enhance the learning environment. The absence of a boundary wall might pose security concerns and the lack of computer-aided learning facilities could limit the students’ exposure to modern technology.

The school’s management structure, under the Madarsa Recognized (by Wakf Board/Madarsa Board), reflects its commitment to providing education within a specific framework. Further information on the school’s specific curriculum and extra-curricular activities would provide a more comprehensive understanding of its educational approach.

Despite the absence of certain facilities commonly found in modern schools, Madarsa Kulsum Vin Mushtfa plays a significant role in providing education to children in a rural setting. The school’s commitment to education in the region is evident through its functional amenities and dedicated teaching staff.

The school’s location in a rural area underscores the importance of its role in providing access to education for children who might otherwise lack opportunities. The ongoing support and development of the school are crucial in ensuring the continued provision of quality education to its students.

Further investment in resources such as computers and computer-aided learning programs would enhance the school’s ability to equip students with the skills necessary to thrive in the modern world. Similarly, improving infrastructure with the addition of a boundary wall could bolster the security and overall environment of the school.

The school’s reliance on hand pumps for drinking water highlights the need for consistent monitoring to ensure its continued functionality and safe water supply. Regular maintenance and potential upgrades to the water system would further enhance the school’s overall safety and hygiene.

In conclusion, Madarsa Kulsum Vin Mushtfa serves as a vital educational institution in its community, providing a foundational education despite its limited resources. Continued support and strategic improvements can further enhance its educational capabilities and ensure the continued success of its students.