MADRSA AHALE SUNNAT FEJE GOSIYA RAVATANIYON KA TALA

MADRSA AHALE SUNNAT FEJE GOSIYA RAVATANIYON KA TALA was established in 2012 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in CHOHTAN block of BARMER district of Rajasthan. 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 No Building 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None 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 no playground. The school has no library and has 0 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 Provided but not Prepared in School Premises providing mid-day meal.

Madarsa Ahale Sunnat Feje Gosiya Ravataniyon Ka Tala: A Rural Primary School in Rajasthan

Madarsa Ahale Sunnat Feje Gosiya Ravataniyon Ka Tala is a primary school located in the rural area of Chohtan block, Barmer district, Rajasthan. Established in 2012, this co-educational institution operates under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board) and offers classes from 1st to 5th standard. The school’s instruction medium is Hindi, catering to the local linguistic needs of the students.

The school’s infrastructure, while functional, presents some limitations. It currently operates without a dedicated school building, relying on alternative arrangements for its educational activities. Despite the lack of a formal building, the school maintains one male teacher who delivers instruction within the available space. The provision of one boys’ toilet and one girls’ toilet ensures basic sanitation facilities for students.

Accessibility remains a challenge. The absence of a boundary wall leaves the school grounds somewhat exposed. Furthermore, the lack of electricity and a library limits the educational resources available to students. The school also lacks a playground and a computer-aided learning lab, which could hinder certain aspects of the educational experience. Drinking water is not readily available on the premises.

The school’s mid-day meal program is noteworthy, although meals are sourced externally. This program strives to supplement the students’ nutritional needs. However, the lack of other essential facilities highlights the need for further development and investment.

Despite these infrastructural constraints, the school provides a vital educational service to the rural community. The single male teacher plays a crucial role in providing education to the children, demonstrating dedication and resilience in the face of resource limitations. The school’s commitment to education in a challenging environment is commendable.

The school’s location in a rural setting presents unique challenges, but also underscores the importance of its presence. Access to education is often more limited in rural areas, and Madarsa Ahale Sunnat Feje Gosiya Ravataniyon Ka Tala plays a crucial role in bridging this educational gap. The school’s existence provides a pathway to education for children in a community that might otherwise lack such opportunities.

Further improvements in infrastructure, such as the construction of a school building, the provision of electricity and running water, and the establishment of a library, would significantly enhance the learning environment and improve the educational experience for the students. Additional resources, including computer-aided learning and a playground, could further contribute to a holistic and well-rounded education.

The school’s reliance on a single male teacher also highlights the need for additional teaching staff. Increasing the number of teachers would allow for smaller class sizes, which can lead to improved student learning outcomes and increased individual attention for each student.

Addressing these challenges would require collaborative efforts from local authorities, non-governmental organizations, and community members to ensure the school receives the necessary support and resources to thrive. Such collective action would contribute significantly to the educational progress of students in the community.

The Madarsa Ahale Sunnat Feje Gosiya Ravataniyon Ka Tala serves as a testament to the importance of education in underserved communities. While faced with resource limitations, the school’s dedicated staff and the commitment to providing education shine through, underscoring the vital role the institution plays within its community. Continued support and development are crucial for ensuring this valuable educational resource continues to serve the children of the Chohtan block.