MAKTAB, DASANA

MAKTAB, DASANA was established in 1919 and it is managed by the Local body. It is located in Rural area. It is located in RAZAPUR block of GHAZIABAD district of Uttar Pradesh. The school consists of Grades from 1 to 5. The school is Co-educational and it have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. Urdu 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 6 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 doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 2 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 Not Provided providing mid-day meal.

MAKTAB, DASANA: A Rural Primary School in Uttar Pradesh

Nestled in the rural heart of Uttar Pradesh, MAKTAB, DASANA stands as a testament to the enduring commitment to education within the community. Established in 1919, this primary school serves the local populace under the management of the Local body.

Located in the RAZAPUR block of GHAZIABAD district, the school caters to students from grades 1 to 5, providing them with a co-educational environment. The school has a dedicated pre-primary section, offering educational opportunities to young children.

The school building, constructed in the Private sector, boasts 6 well-maintained classrooms designed for optimal learning. These classrooms are supplemented by 2 additional rooms dedicated to non-teaching activities. The school also provides a separate room for the Head Master/Teacher, ensuring dedicated space for administrative and instructional purposes.

Infrastructure and Resources:

The school is enclosed by a robust Pucca boundary wall, providing a safe and secure environment for learning. While the school currently lacks an electricity connection, it utilizes Hand Pumps to provide a reliable source of drinking water for students and staff.

The school also features a playground, a vital space for physical activity and recreational purposes. The lack of a dedicated library is mitigated by the school’s commitment to creating a conducive learning environment within the existing infrastructure.

Accessibility and Safety:

The school’s location allows easy access via an all-weather road, ensuring a smooth commute for students and staff. The school prioritizes the safety and well-being of its students, evident in the presence of separate functional toilets for boys and girls.

MAKTAB, DASANA prioritizes inclusivity with its commitment to providing ramps for disabled children, facilitating easy access to classrooms. The school’s focus on creating a welcoming and accessible environment for all learners shines through in its design and infrastructure.

Instruction and Learning:

Urdu is the chosen medium of instruction at MAKTAB, DASANA, offering a familiar and comfortable learning environment for the local community. The school boasts a dedicated team of 4 male teachers, who are committed to providing quality education to their students.

The school is actively involved in promoting early childhood education by employing 2 teachers dedicated to the pre-primary section. The school’s commitment to holistic development is further reflected in the provision of a playground, encouraging physical activity and healthy development among students.

Challenges and Opportunities:

While MAKTAB, DASANA has made significant progress in providing basic infrastructure and resources, the school faces a few challenges. The lack of computers for teaching and learning purposes limits access to modern learning technologies. The absence of a computer-aided learning lab further hinders the school’s ability to adopt innovative teaching methods.

The school also faces a challenge in providing a mid-day meal program, a crucial resource for many students. These challenges highlight the need for continued support and investment to enhance educational opportunities at MAKTAB, DASANA.

Despite these challenges, MAKTAB, DASANA stands as a beacon of hope and opportunity for the local community. Its commitment to providing a safe, accessible, and inclusive learning environment ensures that students receive a quality education, laying the foundation for a brighter future. With continued support and investment, MAKTAB, DASANA can continue to grow and evolve, empowering its students to reach their full potential.