MADRSA (RE) PS (1-5) MUSLIM OBC WELFARE, RAHATGARH-31647

MADRSA (RE) PS (1-5) MUSLIM OBC WELFARE, RAHATGARH-31647 was established in 2000 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in RAHATGARH 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 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps 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 50 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

Madarsa (RE) PS (1-5) Muslim OBC Welfare, a primary school in Rahatgarh, offers quality education to children in a rural setting. Established in 2000, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and caters to students from classes 1 to 5.

The school boasts two well-maintained classrooms, providing a conducive learning environment for its students. A dedicated space serves as the headmaster’s/teacher’s office, ensuring efficient administration and faculty support. The school’s infrastructure also includes a functional playground and a library stocked with 50 books, fostering both physical activity and a love for reading among students.

Accessibility is prioritized with ramps for disabled children, ensuring inclusive education for all. The school’s commitment to modern learning is evident in the presence of two functional computers, though computer-aided learning is not yet implemented. The school’s drinking water needs are met through functional hand pumps. Separate functional boys’ and girls’ toilets are also available.

A notable aspect is the provision of mid-day meals, although these meals are not prepared on the school premises. Urdu serves as the primary language of instruction, reflecting the cultural context of the community it serves. The school operates under a private building and despite the lack of a boundary wall and electricity, it provides a fundamental educational experience.

This primary school plays a crucial role in the community’s educational landscape. The school’s library, playground, and accessible facilities contribute to a holistic learning experience. The school’s management demonstrates its dedication to providing a safe and conducive learning environment for its students.

The school’s infrastructure, though basic, effectively supports its primary educational function. The availability of a library and playground, coupled with essential facilities like toilets and drinking water, underscores its commitment to providing a well-rounded education. The absence of a boundary wall and electricity might present challenges, highlighting areas for potential future development.

Despite these limitations, the school provides a vital educational service in a rural area, fostering learning and growth among its students. The use of Urdu as the instruction medium further shows a commitment to local cultural contexts. The presence of just one male teacher reflects a potential need for increased teaching staff to better support the student body.

While the school currently lacks a computer-aided learning lab, its possession of two computers signifies potential for future integration of technology into the curriculum. This underscores a possibility for enhancing the learning experience through the introduction of modern educational tools.

The school’s management structure, overseen by the Madarsa Recognized (by Wakf Board/Madarsa Board), provides a framework for its operation and governance. This involvement ensures the school’s adherence to established educational standards and practices.

Madarsa (RE) PS (1-5) Muslim OBC Welfare serves as a valuable community asset, offering basic education to children in a rural area. Its continued operation and potential for future development contribute to the overall educational progress of the region. The school’s simple yet functional infrastructure meets the core needs of its students, focusing on providing a foundational education.