MADRASA AL FURQAN

MADRASA AL FURQAN was established in 2014 and it is managed by the Madarsa Unrecognized. It is located in Urban area. It is located in KHAIRATABAD block of HYDERABAD district of Telangana. 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. 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 2 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 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 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.

Madarsa Al Furqan: A Detailed Profile of a Primary School in Hyderabad

Madarsa Al Furqan, a co-educational primary school located in the urban Khairatabad block of Hyderabad, Telangana, offers a valuable educational service to the community. Established in 2014, this Madarsa Unrecognized school provides education from Class 1 to Class 5, utilizing Urdu as its primary medium of instruction. The school operates within a rented building, demonstrating its commitment to providing education despite resource limitations.

The school’s infrastructure, while modest, is functional. Two classrooms serve as the primary learning spaces, ensuring adequate room for the students. The presence of a pucca boundary wall and reliable electricity connection underlines the school’s dedication to safety and conducive learning environment. A dependable tap water supply further enhances the school’s functionality, catering to the students’ basic needs.

Separate toilet facilities are available for both boys and girls, reflecting a commitment to inclusivity and hygiene. However, the absence of a playground and a library indicates areas where future development could significantly benefit the students. The school’s accessibility is ensured by its location on an all-weather road.

The teaching staff comprises one male teacher and one female teacher, providing a balanced approach to education. The school’s operational model, being a Madarsa Unrecognized, shapes its administrative and curricular structure. Importantly, the school’s commitment to quality education is evident despite its limitations.

The academic year begins in April, aligning with the regional academic calendar. The school’s operational hours and specific teaching methodologies would require further investigation to gain a complete understanding of its daily routines and pedagogical approaches.

The absence of pre-primary classes indicates a focus on primary education, serving a specific demographic within the community. The lack of computer-aided learning and computers reflects resource limitations, potentially highlighting areas for future improvement and technological integration.

Madarsa Al Furqan’s location in an urban setting underscores its role within the broader Hyderabad educational landscape. The school’s accessibility and affordability potentially make it a crucial educational resource for families in the area.

Further research could explore the school’s curriculum, student performance data, and community engagement initiatives to provide a more comprehensive understanding of its impact on the local community.

The school’s management structure, being Madarsa Unrecognized, could potentially impact its funding, curriculum development, and overall administrative practices. Understanding the implications of this management structure is vital for evaluating the school’s long-term sustainability and future development.

In summary, Madarsa Al Furqan, despite its modest resources, serves as a significant educational institution in Hyderabad, providing primary education to students in a co-educational environment. Its continued operation relies on ongoing support and resource allocation to further enhance its facilities and capabilities.