MADRSA FAIZAN-E-SIKANDARI,BARMER

MADRSA FAIZAN-E-SIKANDARI,BARMER was established in 2012 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in BARMER 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 Government 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 Well 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.

Madrsa Faizan-e-Sikandari: A Detailed Profile of a Barmer Primary School

Madrsa Faizan-e-Sikandari, located in the urban area of Barmer, Rajasthan, is a primary school established in 2012 under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board). This co-educational institution offers classes from 1st to 5th standard, utilizing Hindi as its primary language of instruction. The school operates within a government-provided building, featuring two well-maintained classrooms.

The school’s infrastructure includes one functional boys’ toilet and one functional girls’ toilet, ensuring basic sanitation facilities for students. While lacking a playground and library, the school’s drinking water needs are met through a functional well. Importantly, the school is equipped with ramps for disabled children, demonstrating a commitment to inclusivity.

The teaching staff consists of one male teacher and one female teacher, delivering instruction in a building with a pucca but broken boundary wall. The absence of electricity and computer-aided learning facilities reflects a need for infrastructural improvement. Mid-day meals are provided, although they are not prepared on the school premises. The school’s accessibility is ensured by its location on an all-weather road, with the academic session commencing in April.

The school’s academic focus is solely on primary education (classes 1-5), and it does not offer a pre-primary section or higher secondary education. This is reflected in the absence of higher secondary boards mentioned in the school’s profile.

The absence of computers and a library highlights areas where resources could be significantly improved to enhance the learning environment. The lack of a playground further limits opportunities for physical activity and recreation. While the existing facilities are functional, there’s a clear potential for enhancement.

This information provides a comprehensive snapshot of Madrsa Faizan-e-Sikandari, a primary school that serves a vital educational role within the Barmer community. The school’s strengths lie in its inclusive approach, demonstrated by the ramps for disabled children, and its commitment to providing mid-day meals, even if prepared off-site.

Addressing the identified gaps in infrastructure, specifically the lack of electricity, computers, and a library, would undoubtedly enhance the quality of education and create a more enriching learning experience for students. Investing in these areas could significantly improve the overall functionality and effectiveness of this important community resource.

Further development could also explore the possibility of adding a playground to promote physical activity and encourage healthy lifestyles among students. The improvement of the boundary wall would also increase safety and security.

The school’s dedication to providing education in a government-supplied building showcases its commitment to its students despite resource limitations. Future efforts should focus on securing additional resources to bridge the existing gaps and elevate the school’s educational capabilities to better serve the Barmer community.

Improving the school’s infrastructure and resources is paramount to its growth. This would ensure that the students receive a high-quality education, equipping them with the skills and knowledge they need to succeed in the future.

In conclusion, Madrsa Faizan-e-Sikandari, though currently facing infrastructural challenges, stands as a testament to the dedication of its staff in providing primary education to the children of Barmer. Addressing the highlighted needs would significantly enhance the school’s capacity to serve its students and community.