MADARSHA KHIZRA MOMINPURA MAHADEVWADI HINGOLI

MADARSHA KHIZRA MOMINPURA MAHADEVWADI HINGOLI was established in 2012 and it is managed by the Central Govt.. It is located in Urban area. It is located in HINGOLI block of HINGOLI district of Maharashtra. The school consists of Grades from 1 to 5. The school is Girls and it doesn’t have an attached pre-primary section. The school is N/A 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 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None 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 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 Applicable providing mid-day meal.

Madarsha Khizra Mominpura Mahadevwadi Hingoli: A Comprehensive Profile of a Girls’ Primary School

Madarsha Khizra Mominpura Mahadevwadi Hingoli is a girls’ primary school located in the urban area of Hingoli, Maharashtra, India. Established in 2012, this school is managed by the Central Government and offers education from classes 1 to 5. Instruction is primarily conducted in Urdu.

The school’s infrastructure comprises a rented building with a single classroom. While the classroom is reported to be in good condition, the school lacks a boundary wall and electricity. Importantly, the school features one functional girls’ toilet, ensuring basic sanitation facilities for the students. However, the absence of a playground and library limits extracurricular activities and learning resources.

Interestingly, despite the lack of several amenities, the school does boast a unique feature: ramps for disabled children, showcasing a commitment to inclusivity. The school is not residential in nature and does not offer a mid-day meal program. The school’s administrative structure consists of a single female teacher, highlighting the dedication of a small but committed staff.

The lack of a computer-aided learning lab and computers underscores a need for technological upgrades to enhance the learning experience. The absence of a pre-primary section limits the school’s ability to cater to younger children. The school’s location, within the Hingoli block of Hingoli district, makes it accessible via all-weather roads.

Further analysis reveals the school’s academic focus on primary education (classes 1-5), with no provision for higher secondary education. The school’s operational model doesn’t involve contract teachers. The limited resources necessitate a focused approach to delivering quality primary education within the existing constraints.

The absence of a head teacher or headmasters suggests a streamlined management structure. The school’s information further clarifies that there is no pre-primary section available. This signifies the specific focus on primary school education for girls within the community.

Given the information available, the school demonstrates a commitment to providing basic education, even within limited resources. The single classroom, while functional, underscores the potential need for expansion to accommodate growing enrollment or to offer more specialized learning spaces.

The absence of technological resources like computers and a computer-aided learning lab points towards a need for future investments in educational technology. Improved infrastructure, including the addition of a boundary wall and electricity, would also greatly enhance the overall learning environment.

Madarsha Khizra Mominpura Mahadevwadi Hingoli, while facing certain infrastructural challenges, serves as a vital educational institution for girls in the Hingoli region. Improvements in facilities would contribute to a richer and more comprehensive learning experience.

The school’s dedication to inclusivity, evidenced by the provision of ramps for disabled children, should be commended. Further investment and support will enable this school to better serve the educational needs of its students. This commitment to education in a resource-constrained environment showcases resilience and highlights the importance of community-driven educational initiatives.