MADRSA ISHATUL ULUM MUNSHI KUTUBDIN GIRLS SCHOOL TELIWALA

MADRSA ISHATUL ULUM MUNSHI KUTUBDIN GIRLS SCHOOL TELIWALA was established in 2003 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in DOIWALA block of DEHRADUN district of Uttarakhand. The school consists of Grades from 1 to 8. The school is Co-educational and it have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. English 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 5 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 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 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Madrsa Ishatul Ulum Munshi Kutubdin Girls School: A Comprehensive Overview

Madrsa Ishatul Ulum Munshi Kutubdin Girls School, located in the rural area of Teliwala, Dehradun district, Uttarakhand, is a co-educational primary and upper primary school offering classes from 1 to 8. Established in 2003, this private institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and plays a vital role in the community’s educational landscape.

The school’s infrastructure comprises five well-maintained classrooms dedicated to instruction, along with additional rooms for non-teaching activities. A secure pucca boundary wall encircles the school grounds, providing a safe learning environment. Electricity ensures a conducive learning atmosphere, while access to tap water addresses the students’ hydration needs. The presence of both boys’ and girls’ toilets emphasizes the school’s commitment to providing essential facilities. A dedicated playground offers recreational space for physical activity and social interaction.

The school’s academic approach is characterized by its English medium of instruction, catering to the evolving educational needs of the region. A total of 11 teachers, including one male teacher and ten female teachers, as well as four pre-primary teachers, deliver the curriculum. The school also offers a pre-primary section, expanding its educational reach to younger children. While the school doesn’t currently provide midday meals, its commitment to providing quality education remains central to its mission.

The school’s technological resources include two functional computers, though it lacks a dedicated computer-aided learning lab. The absence of a library limits access to supplementary reading materials. However, the school’s focus on core subjects and dedicated teaching staff ensures a solid foundation for its students. The accessibility of the school is enhanced by its location on an all-weather road, ensuring continuous access throughout the year. The school’s academic calendar aligns with the regional norm, starting in April.

The school’s management structure, under the Madarsa Recognized (by Wakf Board/Madarsa Board), reflects its unique character and commitment to providing education within a specific cultural context. The school’s commitment to co-education promotes gender equality in access to education. The school’s rural location highlights its role in bridging the educational gap in underserved areas.

While the school’s infrastructure and resources are modest, its dedication to providing quality education and its commitment to the community is evident. The school’s focus on English medium instruction signifies a forward-thinking approach, preparing students for future educational opportunities. The availability of both boys and girls toilets, a playground, and access to clean drinking water contributes to a healthy and supportive learning environment.

The school’s future development could benefit from the addition of a library and a computer-aided learning lab. These improvements could further enhance the quality of education provided. Nevertheless, the current provisions are adequate to foster a strong educational base. The Madrsa Ishatul Ulum Munshi Kutubdin Girls School serves as a valuable educational institution within the Teliwala community, playing a significant role in the development of its young population.

The school’s academic achievements and student outcomes could be further highlighted through data showcasing student performance and progression. This would enhance the school’s profile and showcase the impact of its efforts.

The school’s location in a rural setting presents both challenges and opportunities. While access to certain resources might be limited, the school’s close ties to the community foster a strong sense of support and belonging.

In conclusion, the Madrsa Ishatul Ulum Munshi Kutubdin Girls School stands as a testament to the commitment to education in rural areas. Despite its limitations, its dedicated staff and supportive community ensure the delivery of quality education to its students.