MADARSA RAHEEMIYA FAIZ KARIMI

MADARSA RAHEEMIYA FAIZ KARIMI was established in 1980 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in CHHACHHRAULI block of YAMUNANAGAR district of HARYANA. 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. 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 5 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 85 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Madarsa Raheemiya Faiz Karimi: A Rural Primary School in Haryana, India

Madarsa Raheemiya Faiz Karimi, a primary school located in the rural area of Chhachhrauli block, Yamunanagar district, Haryana, India, offers a glimpse into the educational landscape of a typical rural community. Established in 1980, this co-educational institution, managed by the Madarsa Unrecognized, caters to students from Class 1 to Class 5. The school’s dedication to providing quality education is evident in its infrastructure and resources.

The school building, privately owned, houses six well-maintained classrooms, ensuring a conducive learning environment for its students. The infrastructure also includes functional boys’ and girls’ toilets, a playground for recreational activities, and a library stocked with 85 books – a valuable resource for fostering a love of reading. The availability of tap water provides a reliable source of clean drinking water, vital for maintaining the health and hygiene of both students and staff.

Furthermore, the school boasts a computer-aided learning lab equipped with three computers, demonstrating an integration of technology into the curriculum. This initiative aims to enhance the learning experience and equip students with essential digital literacy skills. The school’s commitment to accessibility is reflected in its provision of ramps for disabled children, ensuring inclusive education for all.

The school’s faculty comprises eight teachers, including seven male teachers and one female teacher, all dedicated to providing quality instruction. Urdu serves as the medium of instruction, reflecting the local linguistic context. The head teacher, Abdurrab, leads the team and guides the school’s operations. The school’s dedication to providing a holistic education is further highlighted by the presence of a functional playground and library, contributing to the overall development of the students.

The school’s location in a rural area highlights its significance in bridging the educational gap and ensuring access to primary education for children in underserved communities. The availability of electricity ensures that teaching and learning can continue unimpeded, even in the evening hours. The presence of a pucca boundary wall provides security and a defined learning space.

Madarsa Raheemiya Faiz Karimi’s infrastructure stands as a testament to the efforts made to provide a functional and conducive learning environment. The school’s facilities are designed to facilitate effective teaching and learning, reflecting the community’s commitment to education. The presence of a library and computer lab underscores its modern approach to education.

The school’s commitment to providing a safe and hygienic environment is evident in the availability of functional toilets, clean drinking water, and a well-maintained building. The school’s rural setting provides a unique context for its operations, showcasing the challenges and rewards of providing education in underserved communities.

In conclusion, Madarsa Raheemiya Faiz Karimi stands as a beacon of hope in the Chhachhrauli community. Its commitment to providing quality primary education, despite being managed by the Madarsa Unrecognized and operating within a rural setting, speaks volumes of its dedication. The school serves as a model for other institutions seeking to bridge the educational gap and empower young minds in underserved areas.

This institution’s success depends on continued support from various stakeholders, including the government, community members, and non-governmental organizations. By investing in this and similar institutions, we can contribute to the sustainable development of the community and the betterment of the lives of these students. The success of Madarsa Raheemiya Faiz Karimi is a story of community spirit, resilience, and a shared commitment to education.

The school’s story provides a significant insight into the challenges and triumphs of delivering education in rural settings. It also illustrates the potential of small, community-based schools to play a critical role in fostering sustainable development. Madarsa Raheemiya Faiz Karimi’s journey serves as an inspiration, reminding us of the power of education to transform lives and build a brighter future.