MADRSA (RE) PS (1-5) BABA MACHHENDRI PEER, KHURAI-31389

MADRSA (RE) PS (1-5) BABA MACHHENDRI PEER, KHURAI-31389 was established in 1998 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in KHURAI block of SAGAR 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. 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 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 Under Construction 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 a playground. The school has a library and has 260 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 Provided providing mid-day meal.

Madrsa (RE) PS (1-5) Baba Machhendri Peer, Khurai: A Detailed Overview

Madrsa (RE) PS (1-5) Baba Machhendri Peer, located in Khurai, Sagar district, Madhya Pradesh, is a primary school offering education from classes 1 to 5. Established in 1998, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and serves the rural community. The school’s commitment to education is evident in its existing infrastructure and resources.

The school building, privately owned, houses four classrooms, all in good condition, ensuring a conducive learning environment for students. Complementing the classrooms are additional rooms for non-teaching activities and a dedicated space for the head teacher. The school also boasts a functional playground and a library stocked with 260 books, fostering both physical activity and a love for reading among students. Providing essential amenities, the school has a reliable tap water supply and separate functional toilets for boys and girls. While the school’s boundary wall is under construction, its presence ensures future security. A reliable electricity connection powers the school’s facilities.

The school’s curriculum is delivered in Urdu, catering to the linguistic needs of the students. With a total of two female teachers and a head teacher, Vijay, leading the school, the student-teacher ratio ensures individualized attention. The school’s academic focus is solely on primary education (classes 1-5), with no pre-primary section or higher secondary classes offered.

The school’s location in a rural area highlights its crucial role in providing educational opportunities to children in this underserved region. Its accessibility via an all-weather road ensures that students can attend school regardless of weather conditions. The academic session begins in April, aligning with the regional academic calendar.

The absence of a computer-aided learning lab reflects the school’s current resource limitations, but the presence of a library and playground showcases a dedication to holistic development. The lack of a mid-day meal program, while a potential area for improvement, underscores the need for external support to enhance the school’s capacity to cater to the students’ nutritional needs.

The Madrsa (RE) PS (1-5) Baba Machhendri Peer’s dedication to providing primary education in a rural setting is commendable. The school’s ongoing progress, particularly the construction of the boundary wall, demonstrates a continuous effort to enhance its facilities and provide a safe learning environment for the children.

This institution’s commitment to education serves as an example of community dedication in providing accessible quality education. The school’s modest infrastructure and resources, however, suggest opportunities for improvement and growth through further investment and support.

The data highlights the need for continued development in several areas, including the potential integration of technology through the establishment of a computer lab and the exploration of partnerships to provide mid-day meals. Such enhancements would significantly benefit the students and contribute to their overall well-being.

With dedicated teachers and a supportive environment, the Madrsa (RE) PS (1-5) Baba Machhendri Peer plays a significant role in the educational landscape of Khurai. The school’s future development will likely depend on continued community involvement and external support to enhance its resources and infrastructure.

The information provided offers a clear picture of the Madrsa (RE) PS (1-5) Baba Machhendri Peer’s strengths and areas for potential growth. This detailed analysis contributes valuable insights into the needs and opportunities for improving education in rural areas.

Ultimately, the success of the Madrsa (RE) PS (1-5) Baba Machhendri Peer rests on collaborative efforts—community engagement, governmental support, and private sector partnerships—to ensure the continued educational development of the students it serves.