MADARSA MOHAMDIYA UPAR WALI MASJID ISLAMIYA GHANTAGHAR

MADARSA MOHAMDIYA UPAR WALI MASJID ISLAMIYA GHANTAGHAR was established in 2003 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in KOTA block of KOTA district of Rajasthan. 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 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 1 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 no 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 not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Madarsa Mohamdiya Upar Wali Masjid Islamia Ghantaghar: A Comprehensive Profile

Madarsa Mohamdiya Upar Wali Masjid Islamia Ghantaghar, a private co-educational primary school, stands as a vital educational institution serving the urban community of Kota, Rajasthan. Established in 2003, this Madarsa, recognized by the Wakf Board/Madarsa Board, provides primary education (classes 1-5) to students in the area.

The school’s infrastructure includes a single pucca building equipped with one classroom, ensuring a conducive learning environment for its students. The presence of both boys’ and girls’ toilets emphasizes the school’s commitment to providing basic amenities for a comfortable learning experience. Reliable access to tap water further enhances the school’s functionality. Further augmenting the educational resources is the availability of two functional computers, although computer-aided learning is not currently implemented.

The dedicated teaching staff comprises three female teachers and one head teacher, Rubina, ensuring a student-teacher ratio conducive to personalized attention. Instruction is delivered in Hindi, catering to the local linguistic needs of the students. The school’s operational structure is clearly defined, with a dedicated head teacher overseeing the educational activities.

While the school’s resources are modest, its presence serves a significant purpose within the community. The lack of a playground and library, along with the absence of computer-aided learning, highlights areas for potential future development and enhancement. However, the school’s commitment to providing a basic education in a functional setting remains commendable.

The school’s location in an urban area underscores its role in providing access to education for students in this densely populated region. Its accessibility via all-weather roads ensures that students can attend school regardless of weather conditions. The operational schedule follows the typical academic calendar, commencing in April.

The school’s management structure, under the purview of the Madarsa Recognized (by Wakf Board/Madarsa Board), reflects a commitment to aligning its operations with established educational frameworks and guidelines. This ensures a structured educational approach, adhering to established norms and expectations.

Despite lacking certain amenities, Madarsa Mohamdiya’s contribution to the community is undeniable. The commitment of the three female teachers and the head teacher, in a setting with readily available water and electricity, highlights a dedication to providing basic education for the students under their care.

The school’s modest size and resources may represent opportunities for expansion and improvement. The addition of a library, playground, and computer-aided learning programs could significantly enhance the educational experience, providing students with more enriching learning opportunities.

Future developments may include the expansion of facilities, enhancing the curriculum, and potentially introducing additional technological resources to further enrich the students’ learning environment. This would align with the growing need for comprehensive primary education in the urban areas of Rajasthan.

In summary, Madarsa Mohamdiya Upar Wali Masjid Islamia Ghantaghar, despite its modest size and resources, provides a valuable educational service to the community. Its commitment to basic education and its dedicated staff make it a significant local institution. Future improvements in facilities and resources would further enhance its ability to serve the educational needs of its students and the wider community.