MADARSA SHAHEEN

MADARSA SHAHEEN 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 SANGOD 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 Government building. It has got 2 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 But Broken boundary wall. The school has doesn’t 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 1 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 Provided and Prepared in School Premises providing mid-day meal.

Madarsa Shaheen: A Comprehensive Profile of a Rajasthan Primary School

Madarsa Shaheen, a government-run primary school (grades 1-5), stands as a testament to educational access in the urban landscape of Sangod block, Kota district, Rajasthan. Established in 2003, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting its unique organizational structure within the broader educational system. The school’s commitment to education is evident in its dedicated teaching staff and the resources it provides to its students.

Instruction at Madarsa Shaheen is conducted in Hindi, catering to the local linguistic context. Three male teachers are currently employed, forming the core of the school’s educational workforce. The school operates within a government-provided building, comprising two classrooms maintained in good condition, ensuring a suitable learning environment for its students.

While the school lacks a pre-primary section and computer-aided learning facilities, it offers other essential resources. A functional library houses a collection of books, enriching the learning experience beyond the classroom. The availability of tap water addresses a vital need for clean drinking water, promoting hygiene and well-being among students. Furthermore, the presence of separate boys’ and girls’ toilets ensures appropriate sanitation facilities are available.

The school’s infrastructure presents a mixed picture. The building is government-provided and features two functional classrooms. However, the boundary wall is described as “Pucca But Broken,” indicating a need for maintenance and repair. The absence of electricity presents a challenge, highlighting the need for alternative energy solutions or upgrades. The lack of a playground limits extracurricular activities, although the provision of a library is a commendable feature.

Accessibility is a key consideration for Madarsa Shaheen. The school is readily accessible via all-weather roads, ensuring consistent attendance regardless of weather conditions. Importantly, ramps for disabled children are available, promoting inclusivity and accessibility for all students. A single computer is available for educational purposes, representing a crucial tool for learning in the digital age.

The school provides midday meals, prepared and served within the school premises, addressing the nutritional needs of the students. The school’s operational model adheres to an April-starting academic session, aligning with the broader educational calendar. It is noteworthy that the school does not operate as a residential school, signifying a commitment to day-time education.

The school’s limited resources underscore the challenges faced by many educational institutions in providing quality education, particularly in under-resourced areas. However, the school’s dedication to providing a functional learning environment within available resources stands as a testament to the commitment of the staff and the community to the education of its students.

Madarsa Shaheen’s profile showcases the diverse landscape of educational institutions in Rajasthan, highlighting the strengths and limitations of resources and infrastructure in providing quality education to its students. The absence of certain amenities such as electricity and a playground underscores the need for further development and investment in educational infrastructure in the region.

The school’s unique management by the Madarsa Recognized (by Wakf Board/Madarsa Board) adds another layer of complexity and nuance to its functioning. Understanding this institutional context is crucial to appreciating the specific challenges and opportunities faced by the school.

The availability of a library and the provision of midday meals are notable strengths, showcasing the school’s commitment to supporting its students’ holistic development. The presence of a single computer, although limited, indicates a recognition of the importance of digital literacy, even within a resource-constrained environment.

Future development plans might consider addressing the infrastructure deficits, such as repairing the boundary wall and securing access to reliable electricity. Improving the provision of teaching resources and expanding extracurricular activities would also greatly benefit the students. Continued support from governmental and non-governmental organizations is vital to ensure that Madarsa Shaheen continues to serve its community effectively.