MADERSA BARKAT ULLAHA KILE UNDER

MADERSA BARKAT ULLAHA KILE UNDER was established in 2002 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in VIDISHA block of VIDISHA district of Madhya Pradesh. The school consists of Grades from 1 to 8. The school is Co-educational and it doesn’t 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 Rented 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 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 150 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 but not Prepared in School Premises providing mid-day meal.

Madersa Barkat Ullaha Kile Under: A Comprehensive Overview

Madersa Barkat Ullaha Kile Under, established in 2002, is a co-educational primary and upper primary school (classes 1-8) located in the urban area of Vidisha, Madhya Pradesh, India. Managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), this institution plays a vital role in the local community’s education.

The school’s infrastructure includes a rented building with four classrooms, all in good condition, ensuring a conducive learning environment. Supporting facilities include two boys’ toilets and two girls’ toilets, ensuring basic sanitation needs are met. The presence of a library, stocked with 150 books, and a playground, highlights the school’s commitment to holistic development. Reliable electricity and hand pumps provide essential utilities.

Instruction Medium and Staffing

Hindi serves as the primary language of instruction. The school boasts a dedicated teaching staff of five, comprising three male teachers and two female teachers, led by head teacher Manjeet. This team works diligently to provide quality education to the students. The school operates on an academic calendar starting in April.

Accessibility and Resources

The school is conveniently accessible via an all-weather road, ensuring consistent attendance. The school building is enclosed by a pucca (permanent) boundary wall, ensuring security and privacy. The school’s commitment to providing a meal to students underscores its dedication to student well-being, though the meals are procured externally.

Technological Resources and Future Plans

While the school presently lacks computer-aided learning facilities and computers, the presence of a library and playground indicates a focus on traditional learning methods and physical activity. The absence of ramps indicates a need for future accessibility improvements.

School Details and Community Impact

The school’s location within the urban area of Vidisha places it at the heart of a community it serves. The Madarsa’s management structure reflects a specific type of governance, highlighting the varied forms of educational institutions within the region. Its operational details, including the teaching staff and facilities, underscore the operational realities of education provision.

The provision of meals, although sourced externally, highlights the school’s concern for the students’ overall welfare, going beyond the provision of pure education. The lack of pre-primary sections suggests a focus on primary and upper primary education.

Conclusion

Madersa Barkat Ullaha Kile Under, despite its modest resources, stands as a testament to the commitment to education within its community. Its dedication to providing quality education in a supportive environment, despite some infrastructural limitations, is commendable. The school’s future development could benefit from investments in technology and accessibility improvements.