MADRSA USMANIYA HADOTI ANSA. BHURA KWA ANTA W-22

MADRSA USMANIYA HADOTI ANSA. BHURA KWA ANTA W-22 was established in 2006 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in ANTA block of BARAN district of Rajasthan. The school consists of Grades from 1 to 4. 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 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 No Boundary Wall 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 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 Usmaniya Hadot, a Co-educational Primary School in Rajasthan

Madrsa Usmaniya Hadot Ansa, located in the urban area of ANTA block, Baran district, Rajasthan, is a co-educational primary school established in 2006. Managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), it offers education from Class 1 to Class 4, using Hindi as the medium of instruction. The school operates within a rent-free building, easily accessible via an all-weather road. Its academic year commences in April.

The school’s infrastructure includes a single classroom, ensuring adequate space for teaching activities. The building also boasts two additional rooms designated for non-teaching purposes and a dedicated space for the head teacher. While the school provides midday meals prepared on its premises, several infrastructural aspects require attention. The lack of a boundary wall poses a potential safety concern, emphasizing the need for enhanced security measures.

A significant deficiency is the absence of a library and playground, limiting the students’ access to enriching extracurricular activities and learning resources. Furthermore, the lack of drinking water facilities is a matter of concern, highlighting the urgency to address this fundamental need for the students’ well-being. The school also lacks computer-aided learning facilities and computers, indicating a need for technological integration to improve the educational experience.

The school’s teaching staff comprises a team of four teachers, three male and one female. This dedicated team, despite limited resources, plays a crucial role in providing quality education to its students. The school’s commitment to education is evident, despite operating without pre-primary sections or a computer lab.

The school’s commitment to providing a nurturing environment is demonstrated by the provision of separate, functional boys’ and girls’ toilets. This commitment to hygiene and student well-being is vital to creating a conducive learning environment. The absence of ramps for disabled children, however, indicates a need for improvements in accessibility.

The Madrsa Usmaniya Hadot Ansa, while facing infrastructural challenges, remains dedicated to providing primary education. The school’s continued operation and commitment to educating children within the community underscore its vital role in the region.

Despite lacking amenities such as a library, playground, and computer facilities, the school’s focus remains on providing quality primary education using a dedicated team of teachers. The lack of boundary walls and the absence of a reliable drinking water source highlight areas requiring immediate attention and investment to enhance the school’s overall safety and functionality.

The absence of pre-primary sections and a computer lab suggests that future development plans should prioritize expanding these facilities to broaden the scope of educational offerings. The integration of technology and enhanced extracurricular activities would significantly benefit the students and enhance their learning experience.

Improving infrastructure, including the addition of a boundary wall, a playground, and a library, would create a safer, more engaging, and holistic learning environment. Securing a reliable source of drinking water and installing ramps for disabled children are essential steps towards ensuring inclusivity and accessibility.

With the addition of necessary resources and infrastructure improvements, Madrsa Usmaniya Hadot Ansa has the potential to become an even more effective and impactful center of learning within its community. Continued support and investment will significantly enhance the educational opportunities available to the students.