MADRASA MEHMUDIYA GENDAMAL SATARA

MADRASA MEHMUDIYA GENDAMAL SATARA was established in 2001 and it is managed by the Central Govt.. It is located in Rural area. It is located in SATARA block of SATARA district of Maharashtra. The school consists of Grades from 1 to 9. The school is Boys and it doesn’t have an attached pre-primary section. The school is others 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 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 Pucca boundary wall. The school has have electric connection. The source of Drinking Water in the school is Well and it is functional. The school has 21 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has a playground. The school has a library and has 200 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 10 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Madrasa Mehmudiya Gendamal Satara: A Comprehensive Profile

Madrasa Mehmudiya Gendamal Satara, a boys’ school located in the rural area of Satara district in Maharashtra, India, stands as a testament to educational dedication. Established in 2001 under the management of the Central Government, this institution provides primary, upper primary, and secondary education (classes 1-9) for boys.

The school’s infrastructure reflects its commitment to quality education. Housed in a private building, it boasts three well-maintained classrooms, offering a conducive learning environment for its students. The presence of a library stocked with 200 books, a playground for recreational activities, and a functional well providing drinking water further enhances the educational experience.

The school’s facilities are well-equipped for both teaching and student welfare. Twenty-one functional boys’ toilets ensure hygiene, while a sturdy pucca boundary wall and a reliable electricity connection guarantee safety and comfort. Accessibility is ensured with ramps available for disabled students. Ten functional computers aid in learning, although the school doesn’t currently have a dedicated computer-aided learning lab.

The school’s academic program is characterized by its commitment to Urdu as the primary language of instruction. Three male teachers provide guidance and education, maintaining a student-teacher ratio which can be further explored based on available student enrollment data.

Despite its rural location, the school’s accessibility is ensured by an all-weather road, fostering easy commute for both students and staff. The academic session commences in April, aligning with the broader academic calendar. Interestingly, this school also operates as a residential facility, providing boarding accommodations for students via “others” residential type.

The school’s dedication to education is further highlighted by its well-maintained infrastructure. The school is not merely providing a place to learn, but also offering an environment conducive to holistic development, and is in need of additional resources to support its growth and continue meeting the needs of its student population.

The management continues to prioritize the needs of its students, and while it currently operates without a computer-aided learning lab and does not provide midday meals, its dedication to providing a quality education in a rural setting is evident.

Further information about specific enrollment numbers, teacher qualifications, and details regarding the “others” residential type may add further depth to the understanding of Madrasa Mehmudiya Gendamal Satara.

In conclusion, Madrasa Mehmudiya Gendamal Satara, though facing some limitations, provides a valuable educational service to the boys of the Satara district. Its dedication to learning, despite its resource constraints, speaks volumes about its commitment to its students and the community it serves. Further investment and resource allocation could elevate the school’s capabilities and further enhance its positive impact on student development.

The school’s profile highlights the importance of supporting educational initiatives in rural areas, as these often function as cornerstones of community development. Providing additional resources and support to institutions like Madrasa Mehmudiya Gendamal Satara can significantly improve educational outcomes and contribute to the overall well-being of the community.