MADRSA ISLAMIYA MOIKALAN

MADRSA ISLAMIYA MOIKALAN 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 SANGOD block of KOTA 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 1 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 doesn’t have electric connection. The source of Drinking Water in the school is Tap Water 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 and Prepared in School Premises providing mid-day meal.

Madrsa Islamiya Moikalan: A Rural Primary School in Rajasthan

Madrsa Islamiya Moikalan, a primary school located in the rural area of Sangod block, Kota district, Rajasthan, stands as a testament to the commitment to education in underserved communities. Established in 2003, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and offers classes from the first to the fifth grade. The school’s primary instruction medium is Hindi.

The school building, owned by the government, is equipped with one classroom ensuring a conducive learning environment for its students. The presence of a functional boys’ and girls’ toilet each underscores the school’s commitment to providing basic amenities for hygiene and sanitation. The school’s tap water supply ensures access to clean drinking water. The school operates within a pucca boundary wall, offering a secure environment for learning.

While the school currently lacks certain modern amenities such as electricity, a computer lab, a library, and a playground, its foundational structure provides a basic education to its students. The absence of these facilities highlights the need for further investment in school infrastructure to enhance the learning experience. The school’s focus is primarily on providing a core primary education.

The school’s staffing comprises two male teachers and one head teacher, Ashfak Hussain, dedicated to providing quality instruction. The school is a non-residential institution, and the mid-day meal program ensures that students receive proper nourishment, enhancing their overall well-being.

The school’s location in a rural setting underscores its crucial role in providing educational opportunities to children in remote areas. It’s accessibility via all-weather roads ensures that students can attend school throughout the year. The school’s annual academic session commences in April, aligning with the broader educational calendar of the region.

Despite the lack of certain amenities, the school’s existence demonstrates the importance of educational access in rural India. It serves as a model for similar institutions in providing basic primary education in resource-constrained environments. The school’s commitment to education is evident through its dedication to maintaining its facilities and providing a functional learning environment.

The school’s commitment to providing a meal for its students demonstrates an understanding of the challenges faced by children from underserved communities, highlighting the integrated approach taken to student welfare. This shows an awareness of the holistic requirements of education, encompassing not only academics but also nutrition and well-being.

The school’s management by the Madarsa Recognized (by Wakf Board/Madarsa Board) demonstrates a commitment to community involvement in education. This collaboration between local authorities and religious organizations highlights the combined efforts towards improving educational opportunities in the region.

The school’s modest size, with just one classroom, indicates the focused nature of its operations, ensuring a student-teacher ratio that fosters personalized attention. This intimate learning setting can be beneficial in promoting a close-knit community within the school.

Looking towards the future, opportunities for improvement and expansion exist. The addition of a library, computer lab, playground, and electricity would significantly enhance the students’ learning environment and contribute to their overall development. Investment in these areas would not only improve the quality of education but also contribute to the overall progress of the community.