MADRSA KADRIYA CHISTEEYA SIFAKHANA

MADRSA KADRIYA CHISTEEYA SIFAKHANA was established in 2000 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in PARASIA block of CHHINDWARA district of Madhya Pradesh. 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 Private building. It has got 3 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 50 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 Kadriya Chisteeya Sifakhana: A Rural Primary School in Madhya Pradesh

Madrsa Kadriya Chisteeya Sifakhana, established in 2000, is a primary school located in the rural area of Parasia block, Chhindwara district, Madhya Pradesh. This co-educational institution, managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), provides education from Class 1 to Class 5, catering to the educational needs of the local community. The school’s commitment to education is evident in its well-maintained facilities and dedicated teaching staff.

The school building, privately owned, houses three classrooms in good condition, ensuring a comfortable learning environment for its students. The presence of additional rooms dedicated to non-teaching activities and a separate space for the headmaster/teacher further enhances the school’s functionality. A sturdy pucca boundary wall provides security, while a reliable electricity connection guarantees uninterrupted operations.

Access to clean drinking water is ensured through a functional tap water system, a crucial aspect of maintaining hygiene and student well-being. The school’s commitment to sanitation is demonstrated by the availability of one functional boys’ toilet and one functional girls’ toilet. Furthermore, a playground provides a space for recreational activities, contributing to the holistic development of the students.

Enhancing learning resources, the school boasts a library containing 50 books, fostering a love for reading and learning among the students. While the school does not currently have ramps for disabled children, the availability of other resources indicates a dedication to providing the best possible educational experience within its means.

The school’s teaching staff comprises a total of four teachers: one male teacher and three female teachers. These dedicated educators deliver instruction in Hindi, the primary language of instruction at the school. The school’s commitment to providing a nourishing meal is exemplified by its on-site meal preparation and provision program, ensuring students receive proper nutrition alongside their education.

Despite lacking computer-aided learning facilities and computers for teaching purposes, the school’s focus remains on providing a solid foundation in basic education. This reflects a pragmatic approach, prioritizing fundamental learning in a resource-constrained environment. The school’s dedication to the community is further shown by its readily available information and operational structure.

The school’s rural location presents unique challenges and opportunities. Reaching the school, however, is facilitated by an all-weather road ensuring accessibility throughout the year. The school’s academic session, starting in April, aligns with the regional academic calendar.

The Head Teacher, Saiyad Mueen, leads the school’s dedicated team, striving to provide quality education to the students under their care. The school’s structure and resources highlight its dedication to providing a basic education within the given constraints. The school’s focus on essential elements like sanitation, nutrition, and a dedicated teaching staff signals its commitment to empowering the community through education.

In conclusion, Madrsa Kadriya Chisteeya Sifakhana serves as a valuable educational institution within its community. While limited in certain resources, its commitment to fundamental education, coupled with a dedicated teaching staff and essential facilities, demonstrates its significant contribution to the development of its students. Further investment in resources could enhance its capabilities even further.