MADARSA MERAJUL ULOOM

MADARSA MERAJUL ULOOM was established in 2000 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in UJJAIN URBAN block of UJJAIN 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. 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 6 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 1200 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 4 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

Madarsa Merajul Uloom: A Comprehensive Profile of an Urban Primary School

Madarsa Merajul Uloom, established in 2000, stands as a significant educational institution in the Ujjain Urban block of Ujjain district, Madhya Pradesh. Operating under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), this co-educational primary school caters to students from Class 1 to Class 8. The school’s commitment to providing quality education is evident in its infrastructure and resources.

Situated in an urban area, the school occupies a private building, boasting six well-maintained classrooms dedicated to instruction. These classrooms, along with additional rooms for non-teaching activities and a dedicated space for the head teacher, ensure a conducive learning environment. The school’s robust infrastructure includes a pucca boundary wall, ensuring student safety and security. Reliable electricity and tap water supply further enhance the school’s functionality.

The school’s commitment to learning extends beyond the classroom. A well-stocked library housing 1200 books serves as a vital resource for students, encouraging a love of reading and independent learning. The provision of ramps for disabled children demonstrates the school’s dedication to inclusivity and accessibility for all students. Furthermore, the presence of four functional computers and a computer-aided learning lab underscores the school’s embrace of modern technology in education.

Instruction at Madarsa Merajul Uloom is conducted in Urdu, reflecting the local linguistic context. The school’s seven female teachers are dedicated to providing quality instruction, fostering a supportive and nurturing learning environment. The school’s location ensures accessibility via all-weather roads. The provision of midday meals, although prepared off-site, demonstrates the school’s commitment to supporting student well-being.

The school’s commitment to comprehensive education is evident in its resources. While lacking a playground, the presence of separate boys’ and girls’ toilets highlights the school’s concern for student comfort and hygiene. The absence of a pre-primary section, however, limits the school’s reach to younger children.

The school operates on an April-commencing academic calendar, ensuring alignment with the broader educational system. The fact that the school is not a shift school and does not offer residential facilities allows for better focus on academics. Its urban location makes it easily accessible for families in the surrounding area.

The Madarsa Merajul Uloom’s structure is further defined by its administrative setup. The absence of male teachers, head teachers, and contract teachers highlights the current staffing arrangement and potential areas for future development. Further information on specific head teacher details remains unavailable at this time.

The school’s operational details, such as phone number and email address, remain undisclosed, potentially limiting opportunities for external engagement. However, the comprehensive nature of the available information offers valuable insight into the school’s structure, resources, and teaching methodologies.

In conclusion, Madarsa Merajul Uloom, while lacking certain facilities, demonstrates a strong commitment to providing quality primary education within the Ujjain community. Its emphasis on inclusivity, technology integration, and well-maintained infrastructure makes it a valuable asset to the local population. Further advancements in areas such as playground provision could further enhance the learning experience for its students.