MADARSA TEJVIDUL KURAN

MADARSA TEJVIDUL KURAN was established in 1996 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in SADHOLI KADIM block of SAHARANPUR district of Uttar Pradesh. 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 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 boundary wall. The school has have electric connection. The source of Drinking Water in the school is Hand Pumps 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 no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Madarsa Tejvidul Kuran: A Comprehensive Overview

Madarsa Tejvidul Kuran, a private co-educational primary school (grades 1-5), stands as a testament to educational commitment in the rural landscape of Uttar Pradesh, India. Established in 1996, this institution, recognized by the Wakf Board/Madarsa Board, plays a vital role in providing primary education to the local community. Its location in the Sadholi Kadim block of Saharanpur district ensures accessibility to children in this area.

The school’s infrastructure consists of two well-maintained classrooms, catering to its students’ learning needs. The presence of a pucca boundary wall ensures safety and security, while the reliable electricity connection supports the school’s operations. Hand pumps provide a functional source of drinking water, addressing a crucial need. Furthermore, the school is conveniently situated near an all-weather road, facilitating easy access for students and staff.

The school’s academic approach utilizes Hindi as the medium of instruction. Five male teachers dedicate their expertise to educate the students, fostering a conducive learning environment. The school’s leadership is entrusted to a dedicated head teacher, Mohd. Salim, who provides guidance and oversight. The school operates from April onwards, adhering to a structured academic calendar.

Despite its commitment to quality education, the school faces some resource limitations. The lack of a library and playground restricts extracurricular activities and resource-based learning. The absence of computer-aided learning and computer labs limits exposure to technology in education. The school also does not currently provide mid-day meals to its students.

The school’s infrastructure further highlights its operational aspects. Separate toilets for boys and girls ensure sanitation and hygiene. However, the lack of a playground and library presents opportunities for future development and expansion. The accessibility features, including ramps for disabled students, demonstrate an inclusive approach towards all students.

The institution’s management style reflects its dedication to educational excellence, while the absence of a pre-primary section indicates the current focus on primary-level education. The school’s rural setting reflects its commitment to serving the local community.

The existing facilities include a dedicated room for the headmaster/teacher, along with additional rooms for non-teaching activities. The school’s building is privately owned, reflecting the community’s involvement in supporting educational initiatives. The functional toilets highlight the school’s dedication to hygiene and student well-being.

Madarsa Tejvidul Kuran’s successful operation for over two decades speaks to its significant contribution to primary education in its region. The school’s strength lies in its dedicated teaching staff and community support. Continued development and the addition of resources will further enhance its educational capacity and broaden the scope of opportunities for its students.

Despite the limitations, Madarsa Tejvidul Kuran remains a beacon of hope for primary education in the rural area. The school’s dedication to providing a quality education within its existing resources deserves recognition and support. The emphasis on inclusivity, as demonstrated by the provision of ramps for disabled students, further highlights the school’s commitment to all children.

The future growth and development of Madarsa Tejvidul Kuran rely on ongoing support from the community and relevant authorities. Addressing the need for a library, playground, and computer facilities will significantly enhance the educational experience. Furthermore, the potential for adding a pre-primary section could significantly expand the school’s impact on the community.