MADRSA DARUL ULOOM FAIZANE SHAH ABDUL HAQ RORANWALI (3077)

MADRSA DARUL ULOOM FAIZANE SHAH ABDUL HAQ RORANWALI (3077) 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 HANUMANGARH block of HANUMANGARH district of Rajasthan. The school consists of Grades from 1 to 8. 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 Government 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 Partial 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a 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 and Prepared in School Premises providing mid-day meal.

Madrsa Darul Uloom Faizane Shah Abdul Haq Roranwali: A Comprehensive Overview

Madrsa Darul Uloom Faizane Shah Abdul Haq Roranwali, a co-educational primary and upper primary school (classes 1-8), stands as a vital educational institution in the rural landscape of Rajasthan, India. Established in 2012, it operates under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting its unique organizational structure and commitment to education within its community.

The school’s infrastructure comprises a government-provided building, equipped with four classrooms designed for effective teaching and learning. The presence of two boys’ toilets and two girls’ toilets underscores its commitment to providing essential amenities for students. Further enhancing the learning environment is the availability of a playground, providing crucial space for recreation and physical activity.

A key characteristic of this institution is its instruction medium: Hindi. This reflects the local linguistic context and ensures accessibility for students. The school’s teaching staff includes two male teachers, dedicated to imparting knowledge and fostering student growth. The school provides mid-day meals, prepared and served on the school premises, addressing the nutritional needs of its students.

The school’s location in the rural area of Hanumangarh district, Rajasthan, highlights its role in serving the educational needs of a specific community. The school is easily accessible throughout the year via an all-weather road, ensuring students can attend regardless of weather conditions. The academic year commences in April, aligning with the regional academic calendar.

The school’s building features partial boundary walls, offering a degree of security and demarcation. The availability of electricity is a significant advantage, supporting various educational and administrative tasks. The school also benefits from a reliable source of drinking water, namely tap water. Its absence of a library, however, presents an opportunity for future development and enhancement of learning resources.

While the school does not currently offer computer-aided learning, the presence of essential facilities like classrooms, toilets, and a playground reflects its dedication to providing a basic level of educational infrastructure. The school is not residential, which clarifies its operational model.

This institution’s dedication to its students is further reflected in the school’s commitment to providing meals, ensuring the students’ wellbeing is considered. The school’s operational model is further defined by its non-residential nature, indicating it serves as a day school. The lack of computers and a computer lab indicates the need for potential upgrades to incorporate technological resources.

The school’s commitment to providing a foundational education is underscored by its focus on core subjects and its accessibility to students within the rural community. The school’s management, under the Madarsa Recognized (by Wakf Board/Madarsa Board), indicates a distinctive organizational approach to education.

The absence of certain amenities such as a library and computer lab presents opportunities for future development and improvement. The inclusion of these resources could further enhance the learning experience and prepare students for future challenges.

In conclusion, Madrsa Darul Uloom Faizane Shah Abdul Haq Roranwali serves a vital role in providing primary and upper primary education within its community. While opportunities exist for expansion and technological integration, the school’s focus on fundamental education and the provision of essential facilities underlines its commitment to its students’ development.