MADARSHA GAUSOOL ULUM NEAR ALI MANJIL RAJATALAB (PS)

MADARSHA GAUSOOL ULUM NEAR ALI MANJIL RAJATALAB (PS) was established in 2001 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in DHARSHIWA block of RAIPUR district of Chhattisgarh. 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 Private 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 4 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 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 25 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.

Madarsha Gausool Ulum Near Ali Manjil Rajatalab (PS): A Comprehensive Overview

Madarsha Gausool Ulum, nestled near Ali Manjil Rajatalab in Chhattisgarh, India, is a primary school established in 2001. Operating under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), this co-educational institution caters to students from Class 1 to Class 5, offering a Hindi-medium education. Situated in an urban area within the Dharishiwa block of Raipur district, the school’s accessibility is ensured by its all-weather road approach. The academic year commences in April, adhering to a standard academic calendar.

The school’s infrastructure comprises a private building, equipped with four classrooms in good condition, and additional rooms for non-teaching activities and the head teacher. The school’s physical boundary is defined by a pucca but broken wall, emphasizing the need for maintenance and potential improvements. Electricity is readily available, ensuring a conducive learning environment. The provision of tap water addresses the crucial aspect of clean drinking water for students, a cornerstone of a healthy learning environment.

Toilet facilities include one functional boys’ toilet and one functional girls’ toilet, reflecting an effort to meet basic sanitation needs. However, the absence of a playground highlights an area requiring attention to enhance the holistic development of students through physical activity and recreation. Despite this, a functional library containing 25 books suggests a commitment to fostering a culture of reading and knowledge acquisition.

The school’s teaching staff consists of three teachers – two male and one female. The head teacher, Rihfat Ali, leads the dedicated team ensuring the smooth functioning of the school’s daily operations. The school’s focus remains on primary education (Classes 1-5), with no provision for pre-primary education.

The absence of computer-aided learning and computers underscores a potential area for technological enhancement, an increasingly important element in modern education. Similarly, the lack of a midday meal program indicates a potential need for nutritional support to enhance student well-being and academic performance. Importantly, the school is not residential, ensuring daily commutes for its student population.

Madarsha Gausool Ulum, while fulfilling basic educational requirements, presents opportunities for growth and improvement. The addition of a playground, investment in computer-aided learning, and the exploration of options to provide midday meals would significantly enrich the educational experience and contribute to the overall development of its students. The school’s commitment to providing basic facilities and education, however, remains commendable, showcasing its dedication to educating the community.

The existing infrastructure and staff present a foundation upon which further development can be built. With the support of stakeholders and potential funding, the school can address the identified areas needing improvement. Strategic improvements can transform Madarsha Gausool Ulum into an even more effective learning hub for the community it serves, maximizing its positive impact on student lives.

Through ongoing efforts in infrastructure improvement, curriculum development, and staff training, Madarsha Gausool Ulum can further enhance its ability to provide quality education and empower its students. Collaboration with government bodies and non-governmental organizations can facilitate access to resources and expertise that can accelerate its progress. The school’s future rests on continued dedication to providing a strong educational foundation within its community.