MADARSA TALEEMUL ISLAM

MADARSA TALEEMUL ISLAM was established in 2009 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 8. The school is Co-educational and it 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 3 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 No Boundary Wall 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 a playground. The school has a library and has 50 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Madarsa Taleemul Islam: A Rural Primary School in Haryana, India

Madarsa Taleemul Islam, a private co-educational school located in the rural area of Chhachhrauli block, Yamunanagar district, Haryana, India, offers primary and upper primary education from Class 1 to Class 8. Established in 2009, this Madarsa Unrecognized school provides a valuable educational service to the community. Instruction is primarily conducted in Urdu. The school’s commitment to education is evident in its various facilities and resources.

The school building, while privately owned, comprises three well-maintained classrooms dedicated to teaching and learning. Additional space accommodates non-teaching activities, and a separate room serves as an office for the school’s administration and teachers. Although the school lacks a boundary wall, it does boast electricity and a reliable tap water supply, ensuring a basic level of comfort and functionality.

A key asset is the school’s library, housing a collection of 50 books to support students’ learning beyond the classroom. The presence of a playground offers a crucial space for physical activity and recreation, contributing to the holistic development of the students. The school’s commitment to inclusivity, however, is limited as it currently lacks ramps to accommodate students with disabilities.

The teaching staff consists of six male teachers and one pre-primary teacher. They are dedicated to providing a quality education despite the school’s status as Madarsa Unrecognized. The school, while lacking computer-aided learning and computers, remains committed to providing a functional learning environment.

Madarsa Taleemul Islam caters to students from the surrounding rural community, providing a crucial educational resource in an area that may otherwise lack such facilities. Its location makes it accessible throughout the year. The school starts its academic session in April, adhering to the standard academic calendar.

The school’s infrastructure includes separate functional boys’ and girls’ toilets, a testament to the school’s dedication to providing a safe and hygienic learning environment. The lack of a computer lab and computer-aided learning technology presents an opportunity for improvement and potential future development.

The school’s management, under Madarsa Unrecognized, strives to provide quality education despite the limited resources. While the absence of a mid-day meal program may present a challenge for some students, the school continues to fulfill an essential role in its community.

Madarsa Taleemul Islam’s unique characteristics highlight the diversity within India’s educational landscape. While challenges remain, the school’s dedication to providing basic education in a rural setting underscores its importance to the community it serves.

The school’s commitment to education is further evident in its pre-primary section, demonstrating a holistic approach to learning, starting from an early age. This demonstrates a desire to equip young minds with the foundational skills necessary for their academic journey.

In conclusion, Madarsa Taleemul Islam represents a valuable educational institution in rural Haryana. While facing certain limitations in resources and infrastructure, the school diligently strives to fulfill its mission of providing quality education to the children in its care. The school’s future development could significantly benefit from securing additional resources and implementing updated technology.