MADRESHA E RAWNAK ISLAM HIGH SCHOOL

MADRESHA E RAWNAK ISLAM HIGH SCHOOL was established in 1954 and it is managed by the Pvt. Aided. It is located in Urban area. It is located in DHORAJI block of RAJKOT district of Gujrat. The school consists of Grades from 9 to 10. The school is Co-educational 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. Gujarati 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 0 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 3 boys toilet and it is functional. and 3 girls toilet and it is functional. The school has no playground. The school has a library and has 500 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 15 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.

Madresha E Rawnak Islam High School: A Detailed Profile

Madresha E Rawnak Islam High School, established in 1954, stands as a private, aided co-educational institution serving the urban community of Dhoraji, Rajkot district, Gujarat. Operating within a private building, the school offers secondary education (classes 9 and 10) to students in the area. Instruction is primarily conducted in Gujarati.

The school’s infrastructure includes three boys’ toilets and three girls’ toilets, ensuring adequate sanitation facilities for its students. A library stocked with 500 books provides students with access to a range of educational materials. The school’s commitment to accessibility is demonstrated by the inclusion of ramps for disabled students, further highlighting its dedication to inclusive education.

Technological resources are available to students through 15 functional computers, though the school does not currently utilize computer-aided learning methods. The school’s physical attributes include a pucca (permanent) boundary wall and reliable access to tap water, indicating a stable and functional learning environment. The presence of a dedicated room for the headmaster further underscores the school’s commitment to providing proper administrative support.

The school’s academic structure is focused on secondary education, with students pursuing the State Board curriculum for their class 10 examinations. The teaching staff comprises four male teachers. The head teacher, Khatri A.H., leads a dedicated team. The school’s operational efficiency is supported by its dependable electricity supply.

Although the school building lacks a playground, the presence of a functional library and sufficient sanitation facilities counterbalances this. The school’s management structure indicates a private, aided model, suggesting a blend of private funding and governmental support. The lack of a pre-primary section and mid-day meal program are notable aspects of the school’s current offerings.

Madresha E Rawnak Islam High School’s emphasis on accessibility, evident in the inclusion of ramps for disabled students and the provision of functional toilets, demonstrates its commitment to inclusivity and student well-being. The availability of a library and computers shows a commitment to providing diverse learning opportunities.

The school’s dedication to providing a functional learning environment is further emphasized by its stable access to tap water and electricity, as well as the presence of a pucca boundary wall and a dedicated headmaster’s room. While the school doesn’t offer a pre-primary section or a mid-day meal program, its focus on secondary education, supplemented by basic amenities, allows it to effectively serve its community.

The information regarding the school’s location within the urban area of Dhoraji and its relatively small size, while not expressly stated, contribute to understanding its context and potential resource constraints. The school’s history, dating back to 1954, highlights its long-standing contribution to education in its community.

Madresha E Rawnak Islam High School, while possessing some limitations in terms of facilities and programs, provides a functional and accessible educational space for its students. The school’s dedication to secondary education within its defined scope, combined with its basic amenities, positions it as a relevant institution within its community.

The school’s commitment to providing a stable learning environment, despite lacking certain features like a playground, is demonstrated by its emphasis on basic infrastructure and accessibility. The use of Gujarati as the primary medium of instruction reflects a focus on catering to the local linguistic needs of the community.

Further development and expansion of its facilities and programs could potentially enhance the school’s ability to offer an even more comprehensive education, but its existing structure and resources provide a viable foundation for continued educational service within its specific context.