MADRSA FEAJANE VILAYAT SHAH S S UPRLA PARA

MADRSA FEAJANE VILAYAT SHAH S S UPRLA PARA 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 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 Feajane Vilayat Shah S S Uprla Para: A Comprehensive Overview

Madrsa Feajane Vilayat Shah S S Uprla Para, a co-educational primary school, stands as a significant 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 commitment to providing quality education within a specific cultural context. The school’s operational structure and facilities offer valuable insights into its capabilities and limitations.

The school’s location within the CHOHTAN block of BARMER district places it within a specific geographical and socio-economic context. Understanding this context is crucial in appreciating the challenges and opportunities faced by the institution. The school’s rural setting likely influences its student population and resource access.

Instruction at Madrsa Feajane Vilayat Shah S S Uprla Para is conducted primarily in Hindi, catering to the linguistic needs of its students. The curriculum covers classes 1 through 5, providing a foundational primary education. The absence of a pre-primary section limits the scope of early childhood development opportunities offered by the institution.

The school’s infrastructure presents a mixed picture. While the lack of a dedicated school building might seem like a significant drawback, the availability of a playground underscores the school’s commitment to extra-curricular activities. The presence of functional boys’ and girls’ toilets is a positive aspect, emphasizing the importance of hygiene and sanitation.

Despite the absence of a library and computer-aided learning facilities, the school’s commitment to providing meals underscores its dedication to the holistic well-being of its students. The midday meal program is prepared and served on-site, addressing nutritional needs and reducing barriers to attendance.

The school’s staffing consists of a single male teacher, highlighting the need for increased teaching capacity to provide a richer learning experience for students. The absence of additional teachers might necessitate creative teaching strategies to cater to diverse learning needs.

The lack of boundary walls, electricity, and ramps for disabled children indicates areas requiring improvement in terms of school safety, accessibility, and overall infrastructure. These deficiencies present opportunities for future development and expansion.

The absence of computers and a computer lab limits access to technology-based learning opportunities. Integrating technology into the curriculum could significantly enhance the quality of education delivered.

Furthermore, the school’s accessibility is influenced by its all-weather road access. This ensures consistent attendance despite varying weather conditions, minimizing disruptions to the academic calendar. The academic year follows a typical April commencement.

In conclusion, Madrsa Feajane Vilayat Shah S S Uprla Para serves an essential role in providing primary education to children in a rural setting. While the school faces infrastructural and resource limitations, its commitment to providing meals and its dedication to education highlight the significant contribution it makes to its community. Future development initiatives should focus on addressing infrastructural shortcomings and enhancing resource availability to maximize educational outcomes for its students.