MADRSA KHTIJATUL KUBARALILBANAT KUTESARA

MADRSA KHTIJATUL KUBARALILBANAT KUTESARA was established in 2006 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in CHARTHAWAL block of MUZAFFARNAGAR district of Uttar Pradesh. The school consists of Grades from 1 to 5. The school is Girls and it doesn’t have an attached pre-primary section. The school is N/A 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 Rented 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 Hand Pumps 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 a library and has 170 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 Not Applicable providing mid-day meal.

Madrsa Khtijatul Kubaralilbanat Kutesara: A Detailed Profile of a Rural Girls’ Primary School

Madrsa Khtijatul Kubaralilbanat Kutesara, a private unaided girls’ school, stands as a beacon of education in the rural landscape of Uttar Pradesh, India. Established in 2006, this primary school caters to girls from Class 1 to Class 5, providing a crucial foundation for their academic journeys. Its location in the Charthawal block of Muzaffarnagar district underscores its role in serving a community often underserved.

The school’s infrastructure, though modest, is functional and conducive to learning. Housed in a rented building, it boasts five well-maintained classrooms dedicated to instruction. The presence of a functional library, stocked with 170 books, highlights the school’s commitment to fostering a love of reading and learning beyond the curriculum. The provision of hand pumps ensures access to clean drinking water, a necessity for a healthy learning environment. Furthermore, the school’s pucca (permanent) boundary walls and reliable electricity supply create a safe and comfortable learning atmosphere.

The school’s human resources are its greatest asset. A team of four teachers, including one head teacher (Shabana Parveen), and three female teachers, dedicate themselves to nurturing young minds. The instruction is imparted in Hindi, making learning accessible to the local community. The school also benefits from accessible ramps for disabled children.

While the school doesn’t offer pre-primary education or a computer-aided learning lab, its focus remains on delivering a high-quality primary education. The absence of a playground is noted, though the school makes effective use of its available space. The school’s commitment to providing toilets for both boys and girls underlines its commitment to hygiene and gender inclusivity.

The school’s management is private and unaided, suggesting a reliance on community support and possibly private funding. This highlights the importance of community involvement in the success of the school. Its location in a rural area emphasizes its vital role in bringing educational opportunities to a segment of the population that might otherwise lack access.

The school’s operational details are noteworthy. The academic session commences in April, aligning with the typical academic calendar of India. The school’s rural setting and its dependence on hand pumps as the main source of drinking water paint a picture of a school embedded within the local community.

While the school lacks certain amenities commonly found in larger, urban schools, its strengths lie in its dedication to providing basic primary education to girls in a rural setting. The commitment of its teachers, the availability of a library, and the provision of basic infrastructure contribute to its success.

Madrsa Khtijatul Kubaralilbanat Kutesara serves as a testament to the resilience and determination of a community striving to provide educational opportunities for its children. The school’s functional infrastructure, dedicated teachers, and focus on providing a quality education despite its resource limitations are factors contributing to its effectiveness.

In conclusion, Madrsa Khtijatul Kubaralilbanat Kutesara, despite its humble beginnings and limited resources, represents a significant contribution to education in rural Uttar Pradesh. Its dedication to providing quality education to girls, combined with its strong community ties, positions it as a vital institution in the region. Further support and investment could help unlock its full potential and enhance its ability to serve the community even better.

Further information regarding enrolment procedures, curriculum details, and other operational aspects can likely be obtained by contacting the school directly. The information provided here offers a valuable overview of this essential institution’s contributions to the education and growth of young girls in a rural Indian setting.