MAKTAB NALLEHEDA GAZI

MAKTAB NALLEHEDA GAZI was established in 2010 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in BALIA KHEDI block of SAHARANPUR district of Uttar 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 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 Private 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 a playground. The school has a library and has 1 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 Provided providing mid-day meal.

Maktab Nalleheda Gazi: A Rural Primary School in Saharanpur

Maktab Nalleheda Gazi is a primary school located in the rural area of BALIA KHEDI block, SAHARANPUR district, Uttar Pradesh, India. Established in 2010, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and offers education from Class 1 to Class 5. The school’s instruction medium is Hindi, catering to the local linguistic needs of its students.

Infrastructure and Resources:

The school boasts a private building with five well-maintained classrooms dedicated to teaching. In addition to these classrooms, there are two rooms designated for non-teaching activities and a separate office for the head teacher. The school’s infrastructure includes a pucca boundary wall, ensuring the safety and security of its students and staff. A reliable electricity connection powers the school, facilitating learning and administrative tasks. Clean drinking water is provided via hand pumps, ensuring the health and well-being of the students. Sanitary facilities are available, with one functional boys’ toilet and one functional girls’ toilet. A playground and a library containing one book provide recreational and supplementary learning opportunities for the students. Accessibility is ensured with ramps for disabled children.

Staff and Management:

The school employs a team of five male teachers, led by the head teacher, amjad. The school’s management structure reflects its affiliation with the Madarsa Recognized (by Wakf Board/Madarsa Board). The dedicated teaching staff plays a pivotal role in providing quality education to the students. The school’s administration focuses on creating a conducive learning environment for students.

Academic Focus and Curriculum:

Maktab Nalleheda Gazi offers a primary-level curriculum (Classes 1-5). Although the school doesn’t offer a pre-primary section, its focus remains on providing a strong foundation in basic education. The school follows a curriculum aligned with the educational standards of the region. The school’s commitment to quality education ensures that students receive a comprehensive learning experience.

Community Engagement and Support:

Located in a rural setting, the school plays a significant role in the community’s educational development. Its accessibility via all-weather roads ensures that children from surrounding areas can easily reach the school. The academic year commences in April, aligning with the local academic calendar. The school’s establishment reflects the community’s dedication to providing education to its children.

Challenges and Future Aspirations:

While the school provides essential educational services, it faces common challenges associated with rural schools. Improving infrastructure, expanding its library, and implementing computer-aided learning programs would significantly enhance the students’ learning experience. Efforts to secure additional resources are crucial for the school’s sustained growth and development.

Conclusion:

Maktab Nalleheda Gazi stands as a testament to the dedication towards providing basic education in a rural setting. While challenges remain, the school’s commitment to delivering quality education to its students is noteworthy. Further support and investment in this institution will significantly contribute to the community’s overall educational advancement and empower the students of the future. The school’s existence underscores the importance of accessible education, even in remote areas. The consistent provision of education in Hindi caters to the regional linguistic needs. The school serves as a vital community asset, shaping young minds and providing opportunities for future success.