MADRSA MOHDIYA AKLERA

MADRSA MOHDIYA AKLERA was established in 2003 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in AKLERA block of JHALAWAR 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 Non-Ashram type (Govt.) 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 Rent Free Building 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 None 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 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 Mohdiya Aklara: A Comprehensive Profile of a Rajasthan Primary School

Madrsa Mohdiya Aklara, a primary school located in the Aklera block of Jhalawar district, Rajasthan, stands as a testament to educational provision in rural India. Established in 2003, this co-educational institution serves students from Class 1 to Class 5, offering a crucial foundation for their academic journeys. Its management falls under the purview of the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting a unique blend of educational governance.

The school’s infrastructure, while modest, is functional. Housed in a rent-free building, it boasts three classrooms, each maintained in good condition, ensuring a conducive learning environment. The presence of a playground underscores the school’s commitment to providing holistic development opportunities for its students. A pucca boundary wall and reliable electricity supply contribute to the school’s safety and operational efficiency.

The teaching staff at Madrsa Mohdiya Aklara comprises four dedicated educators: three male teachers and one female teacher. Hindi serves as the primary medium of instruction, catering to the local linguistic context. The school also provides mid-day meals, prepared and served on the school premises, addressing a critical need for nutritional support among its students.

Although the school lacks a library and computer-aided learning facilities, its basic infrastructure is adequate for primary education. The presence of separate boys’ and girls’ toilets underscores the school’s commitment to providing essential sanitation facilities. The absence of ramps highlights an area needing improvement to ensure full accessibility for children with disabilities.

The school’s location in an urban area suggests potential access to further resources and opportunities, although the lack of detailed location information (latitude and longitude) limits the precise geographical context. The school’s operational details, including its April academic start date and its classification as a non-residential school, provide a clearer picture of its daily functioning.

The leadership at Madrsa Mohdiya Aklara rests with its head teacher, Shakeel Ahmad. The school’s operational details emphasize its focus on delivering basic primary education within its available resources. The information provided highlights both the school’s strengths and its areas requiring potential improvements. The need for access to digital technology and the provision of a library could enhance the learning experience.

In conclusion, Madrsa Mohdiya Aklara exemplifies a typical rural primary school in Rajasthan, offering fundamental education amidst certain infrastructural limitations. The school’s dedication to providing basic learning facilities and midday meals is commendable, while future development could focus on expanding resources such as computer-aided learning and library facilities. Improved accessibility for disabled children would also represent a significant step forward.

The school’s details showcase a commitment to providing quality education within the constraints of available resources. Further investment in resources and infrastructure could enhance the learning experience and better equip students for future educational endeavors. The ongoing efforts of the school’s dedicated staff are crucial to its continued success in providing primary education to the children of Aklera.

Madrsa Mohdiya Aklara’s story underlines the challenges and triumphs of providing education in rural India. The school’s existence represents a vital contribution to the community, nurturing the minds and futures of young learners. The school’s commitment to providing a safe and supportive learning environment remains commendable despite resource limitations. Further investment and support can only serve to enhance the quality of education provided.