NAMAN EDUCATIONAL & WELFER, MALAKPET

NAMAN EDUCATIONAL & WELFER, MALAKPET was established in 2003 and it is managed by the Madarsa Unrecognized. It is located in Urban area. It is located in SAIDABAD block of HYDERABAD district of Telangana. 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 Not Applicable 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 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 doesn’t have electric connection. The source of Drinking Water in the school is Tap Water 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 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Naman Educational & Welfer, Malakpet: A Detailed Profile of a Primary School in Hyderabad

Naman Educational & Welfer, a primary school located in Malakpet, Hyderabad, Telangana, offers a glimpse into the educational landscape of the region. Established in 2003, this co-educational institution operates under the management of Madarsa Unrecognized and caters to students from Class 1 to Class 5. The school’s urban setting and accessibility via all-weather roads contribute to its convenient location. The academic year commences in April, following a standard schedule.

The school building, privately owned, comprises three well-maintained classrooms designed for effective instruction. These classrooms are supplemented by two additional rooms dedicated to non-teaching activities, enhancing the school’s operational capacity. A dedicated room serves as an office for the headmaster or teacher, ensuring efficient administrative functions.

The school’s infrastructure includes a sturdy pucca boundary wall, providing a secure environment for students. However, the school currently lacks an electricity connection, potentially impacting its operational efficiency during evening hours or power outages. A reliable source of tap water is available for drinking, ensuring the students’ hydration needs are met.

Sanitary facilities are provided through one functional boys’ toilet and one functional girls’ toilet, meeting the basic requirements. The absence of a playground limits recreational opportunities for the students, while the lack of a library and accompanying books restricts access to additional learning resources.

The school’s digital infrastructure consists of two functional computers, supporting teaching and learning activities, although a dedicated computer-aided learning lab is currently unavailable. Accessibility for students with disabilities is not yet addressed, as ramps for wheelchair access are not present.

The school employs two male teachers who deliver instruction in Urdu, the primary medium of teaching. The school doesn’t offer a pre-primary section and doesn’t provide mid-day meals. The absence of a pre-primary section indicates the school’s focus solely on primary education.

The school’s academic focus is exclusively primary education (Classes 1-5). It follows an ‘Others’ board for class 10 and class 10+2, indicating a non-standard curriculum or an adherence to a less commonly known educational board. The school is not residential, eliminating the need for residential-related facilities or services.

The school’s management, under the umbrella of Madarsa Unrecognized, provides oversight and guidance for the educational program. The school’s operation as a co-educational institution fosters a diverse learning environment for both boys and girls. The data indicates a need for improvement in certain areas, but highlights the school’s commitment to providing basic primary education in an urban setting.

Further improvements in infrastructure, such as the addition of a playground, library, and electricity connection, could significantly enhance the educational experience. The absence of female teachers warrants attention, as a balanced faculty can positively impact student outcomes. Providing ramps for disabled children would increase inclusivity. These improvements could further elevate Naman Educational & Welfer’s contribution to the community.