MADARSA NOORAL ISLAM PS

MADARSA NOORAL ISLAM PS 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 JAIPUR EAST block of JAIPUR 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 Non-Ashram type (Govt.) 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 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 1 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 Nooral Islam PS: A Comprehensive Overview

Madarsa Nooral Islam PS, established in 1999, is a primary school located in the urban area of Jaipur East block, Jaipur district, Rajasthan. This co-educational institution, managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), offers classes from 1st to 5th standard. Instruction is primarily conducted in Hindi. The school’s accessible location ensures easy commute throughout the year, with the academic session commencing in April.

The school’s infrastructure includes a private building equipped with four well-maintained classrooms dedicated to teaching. Additionally, two rooms cater to non-teaching activities, including a separate space for the head teacher. The school is enclosed by a sturdy pucca boundary wall and benefits from a reliable electricity connection. Clean and readily available tap water serves as the primary source of drinking water for students and staff.

Sanitary facilities are provided through separate functional toilets for boys and girls. While the school currently lacks a playground and library, it boasts accessibility features such as ramps for disabled children, ensuring inclusivity. The school’s commitment to technology is evident in the presence of one functional computer, though computer-aided learning is not yet implemented.

The school employs five female teachers, led by Head Teacher Gosia Begam, effectively managing the student body. Importantly, the school prioritizes safety and accessibility; it is not a residential school and does not utilize its building as a shift school.

Madarsa Nooral Islam PS’s dedication to providing quality primary education is further highlighted by its well-maintained facilities and commitment to accessibility, ensuring a conducive learning environment for its students.

The school’s urban location offers convenient access for students. The presence of five teachers ensures a manageable student-teacher ratio, allowing for personalized attention. The school’s commitment to accessibility is also noteworthy, with ramps available for disabled students.

Although lacking a library and playground, the existing facilities—including functional toilets and a reliable water supply—demonstrate a commitment to providing a basic yet functional learning environment. The single computer, while not integrated into a comprehensive computer-aided learning program, signifies an attempt to incorporate technology into the classroom.

The school’s management by the Madarsa Recognized (by Wakf Board/Madarsa Board) suggests a focus on religious and cultural education in addition to standard academic curricula. This underscores the school’s unique position within the local community.

Further development of facilities such as a library and playground would significantly enhance the educational experience. Expanding the use of technology and incorporating computer-aided learning into the curriculum would further broaden educational opportunities for the students. The school serves as a valuable resource for primary education within its community.

The school’s ongoing operation highlights the importance of local educational initiatives in providing primary education in urban areas. The commitment of the teachers and the management reflects the dedication to the educational needs of the community. The school’s future growth and development will be crucial in ensuring continued access to quality primary education for children in the region.