MADARSHA ANJUMAN ISHLAMIYA

MADARSHA ANJUMAN ISHLAMIYA was established in 2010 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in TEONTHAR block of REWA district of Madhya Pradesh. 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. 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 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 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 2 girls toilet and it is functional. The school has no playground. The school has a library and has 100 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.

Madarsha Anjuman Islamiya: A Comprehensive Profile of a Primary School in Rewa, Madhya Pradesh

Madarsha Anjuman Islamiya, a primary school nestled in the urban area of Teonthar block, Rewa district, Madhya Pradesh, stands as a testament to educational commitment in the region. Established in 2010, this co-educational institution offers a comprehensive learning environment for students from classes 1 to 8, including a dedicated pre-primary section. Its management falls under the purview of the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting its unique organizational structure.

The school’s infrastructure comprises a private building housing six well-maintained classrooms, catering to the educational needs of its students. Supporting these classrooms are two additional rooms dedicated to non-teaching activities, and a separate office space for the headmaster and teachers. While the school lacks a boundary wall and a playground, it boasts other crucial amenities. These include reliable electricity, a functional library stocked with 100 books, and a clean water supply provided by tap water. Separate toilet facilities are available for boys (one) and girls (two), ensuring a hygienic and comfortable learning environment.

The school’s academic program utilizes Hindi as the primary medium of instruction, reflecting the local linguistic landscape. The academic team comprises two teachers – one male and one female – further supported by a dedicated pre-primary teacher. The head teacher, Mohd. Hasan, leads the team, ensuring smooth operation and effective management.

A noteworthy aspect of Madarsha Anjuman Islamiya is its commitment to providing a supportive learning environment. Though it doesn’t offer computer-aided learning or a computer lab, its well-stocked library plays a pivotal role in supplementing classroom learning. The absence of ramps for disabled children is a point needing attention, while the school’s focus on basic infrastructure ensures a functional learning space for its students.

The school’s operational year begins in April, following a typical academic calendar for the region. Its location ensures accessibility via all-weather roads, promoting regular attendance. The lack of a mid-day meal program should be noted, highlighting a potential area for future development and improvement in supporting student welfare.

Madarsha Anjuman Islamiya’s role in the community is significant. By providing basic primary education, it contributes to the intellectual growth of children in the area. The school’s dedication to imparting quality education within its limitations makes it a valuable asset for the community, nurturing young minds in a conducive atmosphere.

The school’s adherence to a Hindi instruction medium fosters a strong sense of local identity and facilitates effective communication between teachers and students. The focus on fundamental educational aspects ensures a firm base for students as they progress through their schooling.

Further expansion and improvements, particularly in adding computer-aided learning, establishing a playground, and creating accessible facilities for disabled students, would enhance the school’s educational capabilities even further.

In conclusion, Madarsha Anjuman Islamiya presents a practical example of a functioning primary school in a rural setting. Its strengths lie in its dedicated teaching staff, access to basic infrastructure, and commitment to delivering quality education. Future developments focused on enhancing facilities and incorporating modern teaching methods could further solidify its position as a valuable educational institution within the community. Its operational efficiency and focus on fundamental education aspects are commendable.