MADERSA DAANISH ULOOM

MADERSA DAANISH ULOOM was established in 2002 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in SIRONJ block of VIDISHA district of Madhya Pradesh. 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 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 3 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 Well 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 130 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.

Madersa Daanish Uloom: A Rural Primary School in Madhya Pradesh

Madersa Daanish Uloom, a private primary school located in the rural SIRONJ block of VIDISHA district, Madhya Pradesh, has been providing education since 2002. Managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), this co-educational institution caters to students from Class 1 to Class 5. The school’s commitment to education is evident in its dedicated teaching staff and available resources, despite some infrastructural limitations.

Instruction at Madersa Daanish Uloom is conducted in Hindi, fostering a connection to the local language and culture. The school boasts three classrooms in good condition, housed within a private building, although it lacks a boundary wall and electricity. Despite these limitations, the school prioritizes providing a safe and functional learning environment.

The school’s commitment to learning extends beyond the classrooms. A functional library, stocked with 130 books, encourages reading and independent learning. The school also provides access to clean drinking water through a well, ensuring the health and well-being of its students. Furthermore, the institution recognizes the importance of accessibility, incorporating ramps for disabled children.

The school’s teaching staff comprises two male teachers, dedicated to providing quality education to the students. While the school lacks a pre-primary section and computer-aided learning facilities, the focus remains firmly on providing a foundational primary education.

The infrastructure at Madersa Daanish Uloom reflects its rural setting. While a playground is absent, the school provides essential amenities such as separate functional boys and girls toilets. The absence of a boundary wall and electricity highlights the ongoing need for infrastructural development to enhance the learning environment further.

Despite lacking certain modern amenities, the school’s commitment to providing a basic education in a rural setting is commendable. The availability of a library, drinking water, and accessible facilities demonstrates a dedication to student well-being.

Madersa Daanish Uloom serves as an example of a rural institution striving to provide quality education within its resource constraints. The school’s focus on foundational literacy and numeracy through Hindi instruction reflects its alignment with local needs and cultural contexts.

The school’s dedication to providing a safe and functional learning environment for its students is evident in the provision of separate toilet facilities and access to clean drinking water. These basic facilities underscore the school’s commitment to student well-being.

The absence of certain amenities, such as a playground, electricity, and computer-aided learning, highlights the challenges faced by rural schools in providing a comprehensive education. However, the presence of a library and the ramps for disabled children demonstrate a commitment to inclusivity and educational resources.

Madersa Daanish Uloom’s story is a testament to the resilience and dedication of educators working in challenging environments to provide essential educational opportunities to children in rural communities. The school’s continued operation and provision of basic facilities highlight its importance within the local community.