MADRSA (RE) PS (1-5) ISLAM-HINDI SOCIETY, GOURJHAMAR-32094

MADRSA (RE) PS (1-5) ISLAM-HINDI SOCIETY, GOURJHAMAR-32094 was established in 2001 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in DEORI 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. 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 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 But Broken boundary wall. The school has doesn’t 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 213 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) Islam-Hindi Society: A Rural Primary School in Sagar, Madhya Pradesh

Nestled in the rural landscape of Sagar district, Madhya Pradesh, lies Madrsa (RE) PS (1-5) Islam-Hindi Society, a primary school established in 2001. This co-educational institution, managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), caters to students from Class 1 to Class 5, offering a Hindi-medium education. The school’s humble beginnings and ongoing commitment to providing education in a rural setting highlight its vital role within the community.

The school’s infrastructure, while modest, serves its purpose effectively. Housed in a rented building, it boasts two well-maintained classrooms dedicated to instruction and additional rooms for other activities. A pucca, albeit broken, boundary wall surrounds the school grounds, providing a degree of security. The school’s playground provides a vital space for recreation and physical activity, contributing to the holistic development of the students.

Despite lacking electricity and computer-aided learning facilities, the school has made significant efforts to enhance the learning environment. A functional library containing 213 books enriches the curriculum, supplementing classroom learning and fostering a love of reading among the students. Access to tap water ensures the students have a reliable source of clean drinking water, a crucial aspect of maintaining hygiene and health.

The school’s facilities also include separate functional boys’ and girls’ toilets, demonstrating a commitment to providing a safe and comfortable learning environment for both genders. The school’s management emphasizes the importance of gender equality, promoting inclusivity and equitable opportunities for both boys and girls. The absence of ramps for disabled children highlights an area where future improvements could be made to further enhance accessibility.

The teaching staff consists of two male teachers, diligently imparting knowledge and shaping the minds of young learners. The school’s commitment to education is evident in its dedicated educators, who contribute significantly to the community’s intellectual growth. The school’s dedication to providing quality primary education makes it an invaluable asset to the rural community it serves.

Madrsa (RE) PS (1-5) Islam-Hindi Society operates within the Deori block of Sagar district. Its location reflects its commitment to serving the educational needs of the local population, providing access to education in an area where it might otherwise be limited. Its rural setting underscores its role in bridging the educational gap and promoting literacy in underserved areas.

The school’s operational model is straightforward, focusing on providing a strong foundational education in Hindi. The lack of a pre-primary section and the absence of midday meals, while potentially limiting, allows the school to focus its resources effectively on providing quality education within its current capacity. The absence of pre-primary classes reflects the school’s current focus on the primary grades.

Despite some infrastructural limitations, the school’s strong points—its library, functional toilets, playground, and dedicated teachers—showcase its efforts to provide a supportive learning environment. Its commitment to education is clearly evident, creating a positive impact on the lives of its students. The school’s accessibility via an all-weather road further aids student attendance and community engagement.

The school’s operations follow a standard academic calendar, commencing in April. This aligns with the general academic schedule prevalent in the region, ensuring continuity and consistency for the students. This established schedule minimizes disruptions and allows for effective learning throughout the year. The school’s operational efficiency contributes to its success in providing a consistent and reliable educational experience.

In summary, Madrsa (RE) PS (1-5) Islam-Hindi Society serves as a cornerstone of education in its rural community, providing essential primary education despite its limited resources. Its continued operation highlights the dedication of its staff and the vital role it plays in shaping the future of its students. The school’s dedication to education, coupled with community support, ensures its continued success in fostering learning and growth.