PS_MADRSA AHLE SUNNAT FEJE JILANI BHOO

PS_MADRSA AHLE SUNNAT FEJE JILANI BHOO was established in 2012 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in JAISALMER block of JAISALMER 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 Not Applicable 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 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 Barbed Wire Fencing boundary wall. The school has doesn’t 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 but not Prepared in School Premises providing mid-day meal.

PS_MADRSA AHLE SUNNAT FEJE JILANI BHOO: A Rural Primary School in Rajasthan

PS_MADRSA AHLE SUNNAT FEJE JILANI BHOO, a private primary school located in the rural area of Jaisalmer district, Rajasthan, opened its doors in 2012. Managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), this co-educational institution serves students from Class 1 to Class 5. The school’s instruction medium is Hindi, catering to the local language needs of its students. Despite its humble beginnings, the school plays a vital role in providing primary education to children in this underserved region.

The school’s infrastructure, while modest, is functional. It features a single classroom, ensuring an intimate learning environment for its students. The building itself is privately owned, adding to the school’s unique character. To ensure the safety and security of its students, the school grounds are surrounded by barbed wire fencing.

The school’s daily operations are supported by a dedicated staff of one male teacher, providing essential instruction across various primary subjects. While the school lacks modern amenities such as electricity, computer labs, and a library, the available facilities are utilized efficiently to provide a basic education to its students. The absence of these resources highlights the ongoing need for further development and investment in educational infrastructure in rural areas.

Sanitation facilities are provided for both boys and girls, with one toilet each. However, the lack of a playground limits extracurricular activities and opportunities for physical development. Similarly, the absence of a library restricts access to diverse learning materials, pointing to a significant gap in educational resources. The school’s commitment to providing a basic education despite these resource limitations underscores the dedication of its staff.

Despite not having a dedicated computer lab or computer-aided learning facilities, the school actively seeks alternative methods to deliver quality education. The school’s location, being accessible by all-weather roads, ensures consistent student attendance despite weather conditions. The mid-day meal program, provided externally, ensures students receive a nutritious meal, supporting their learning and well-being.

The school’s rural setting presents unique challenges, but the school’s continued operation and commitment to providing primary education to children in this underserved community are commendable. The lack of a pre-primary section could potentially impact future student enrollment, but the current focus on primary education remains a critical contribution to the region. The school’s management actively seeks to improve its facilities and provide an improved learning environment for students in the future.

The school’s operational hours align with the academic calendar, commencing in April. While there is no head teacher explicitly named, the dedicated male teacher manages the day-to-day functions and provides essential instruction. The absence of ramps indicates a lack of accessibility for students with disabilities. The school building is not used as a shift school, ensuring that each student has access to the learning environment for a full school day.

PS_MADRSA AHLE SUNNAT FEJE JILANI BHOO is a testament to the dedication of teachers and the importance of education, even in resource-constrained environments. Its operational success highlights the importance of community support and government initiatives aimed at improving educational opportunities in rural areas. The school’s continued operation, despite the lack of amenities, underscores the importance of accessible primary education.

The school’s reliance on a single classroom and the absence of advanced resources highlight the urgent need for investments in educational infrastructure and resources in rural areas. Improved facilities, including additional classrooms, a library, a playground, and computer labs, would significantly enhance the educational experiences of the students.

The ongoing need for improved infrastructure and resources emphasizes the necessity for sustained investment and community support. Addressing these needs would significantly improve the overall educational experience of the students and contribute to their comprehensive development, empowering the next generation. This simple yet effective school provides hope and opportunity for students who might otherwise have limited educational opportunities. The story of this school acts as a potent reminder of the importance of education and the tireless efforts required to establish it in underserved regions.