MADRSA JMITUL KURESI NPWD 21

MADRSA JMITUL KURESI NPWD 21 was established in 2003 and it is managed by the Madarsa Unrecognized. It is located in Urban area. It is located in RAJGARH block of CHURU 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 Private building. It has got 8 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 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Madrsa Jmitul Kureshi NPWD 21: A Comprehensive Overview

Madrsa Jmitul Kureshi NPWD 21, a private co-educational school in Rajasthan, India, offers primary and upper primary education from classes 1 to 8. Established in 2003, this institution, managed by Madarsa Unrecognized, serves the urban community of Rajgarh block in Churu district. The school’s commitment to education is evident in its well-maintained infrastructure and dedicated teaching staff.

The school’s physical infrastructure includes a pucca building with eight classrooms, ensuring a conducive learning environment for its students. The presence of both boys’ and girls’ toilets underscores the school’s dedication to providing essential amenities. A functional playground offers students a space for recreation and physical activity, contributing to their holistic development. Access to tap water ensures the availability of clean drinking water. Furthermore, the school boasts a reliable electricity supply, supporting its educational activities.

A significant aspect of the school’s operational structure is its teaching staff. With a total of eight teachers, including four male and four female educators, the school maintains a healthy teacher-student ratio. The school’s leadership is headed by a single head teacher, Madhu, who oversees the academic and administrative functions of the institution. Hindi serves as the medium of instruction, fostering effective communication and comprehension among students.

The school’s technological resources include one functional computer, although a dedicated computer-aided learning lab is absent. The lack of a library, however, presents an opportunity for improvement, as access to a wider range of reading materials can significantly enhance students’ learning experience. The absence of ramps highlights a potential area for improvement in accessibility for students with disabilities.

The school operates within a defined academic framework, beginning its academic year in April. Although it does not offer a pre-primary section, the school’s focus remains on providing quality primary and upper-primary education to its students. The school’s classification as “Madarsa Unrecognized” points to its unique operational structure within the larger education system.

The school’s location in an urban area presents both advantages and challenges. While access to resources might be relatively easier, competition with other educational institutions also intensifies. The school’s urban location contributes to its accessibility, but further initiatives could improve its visibility and outreach within the community.

The school’s adherence to a Hindi medium of instruction reflects the local linguistic context and facilitates effective communication between teachers and students. The school’s commitment to providing a safe and conducive learning environment, supported by essential amenities like toilets and a playground, is noteworthy. The management’s dedication to education is evident in the maintenance of the school building and the provision of basic resources.

The availability of a functional computer, though limited in number, represents a step towards integrating technology into education. The school’s accessibility is facilitated by all-weather road connectivity, enabling students to reach the school irrespective of weather conditions.

While the absence of a library and a computer-aided learning lab presents opportunities for enhancement, the school’s core focus remains on providing quality basic education. Improvements in these areas could further enrich the learning experience and better equip students for future academic pursuits.

Further investment in infrastructure and resources could enhance the school’s educational capabilities and better position it to meet the diverse needs of its students. The focus on providing a nurturing learning environment, coupled with the dedication of its teaching staff, positions Madrsa Jmitul Kureshi NPWD 21 as a valuable educational institution within its community.