MADARSA UMAR SHAH PEER

MADARSA UMAR SHAH PEER 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 KISHANGARH block of AJMER 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 Rented building. It has got 1 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 Partial 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 0 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a 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 Provided and Prepared in School Premises providing mid-day meal.

Madarsa Umar Shah Peer: A Comprehensive Profile of a Primary School in Rajasthan, India

Madarsa Umar Shah Peer, a primary school nestled in the urban landscape of Kishangarh block, Ajmer district, Rajasthan, stands as a testament to the enduring commitment to education within the community. Established in 2003, this co-educational institution caters to students from classes 1 to 5, providing a crucial foundation for their academic journeys. Operated under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), the school offers a Hindi-medium curriculum, ensuring accessibility for its students. The school’s commitment to providing a nurturing environment is further reinforced by its provision of midday meals, prepared and served on school premises.

The school’s physical infrastructure, while modest, supports its educational goals. Housed in a rented building, the school boasts one classroom, ensuring a focused learning space for its students. While lacking a library, the school’s single classroom maintains good condition and offers a suitable environment for learning. The presence of a playground provides a valuable opportunity for physical activity and recreation, crucial for the holistic development of children. The school’s accessibility is enhanced by its location along an all-weather road, ensuring convenient access for students regardless of weather conditions. The school operates on a standard academic calendar, commencing its sessions in April.

The school’s operational efficiency is further underscored by its essential amenities. Access to electricity ensures a conducive learning environment, even during evenings or inclement weather. A functional hand pump provides a reliable source of drinking water for students and staff, ensuring their health and well-being. The presence of a single girls’ toilet highlights the school’s commitment to providing basic sanitation facilities. The school’s partial boundary wall contributes to a degree of security and seclusion.

The school’s educational approach emphasizes the importance of a strong teacher-student relationship. With a single male teacher forming the school’s teaching staff, individual attention can be prioritized, fostering a personalized learning experience for each student. The absence of pre-primary sections and computer-aided learning facilities reflects the school’s current resources and infrastructure constraints, but this should not overshadow the crucial role it plays in the community’s primary education system.

The school’s structure and management reflect its unique identity. The school is classified as a Non-Ashram type (Govt.), confirming its status as a publicly accessible institution. Its decision to not use the school building as a shift-school underlines a commitment to providing sufficient learning time for its students, emphasizing quality over quantity.

Although the school lacks certain amenities such as a library, computers, and ramps for the disabled, its core educational services remain robust. The presence of a playground and functional sanitation facilities demonstrate a commitment to providing a well-rounded and safe learning experience.

Madarsa Umar Shah Peer’s significance extends beyond its academic programs. It acts as a vital community hub, offering primary education to the children of Kishangarh, thereby empowering the next generation and fostering future growth and development.

The school’s modest resources do not diminish its crucial role in providing essential primary education. The committed teacher and supportive community strive to provide the best possible learning environment for their students within the available parameters.

The school’s future prospects are dependent on further development and resource allocation, but its current contributions to the community are undeniable. The school provides a crucial foundation for the children’s educational journey and deserves acknowledgement and support.

The detailed description of Madarsa Umar Shah Peer provides a comprehensive overview of its operational structure, physical resources, and educational approach. This insight allows for a better understanding of the school’s context and potential for further growth within the community.