PS_MADRSA KADARIYA ROJE DHANI

PS_MADRSA KADARIYA ROJE DHANI 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 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 have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 2 boys toilet and it is functional. and 2 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.

PS_MADRSA KADARIYA ROJE DHANI: A Detailed Overview of a Rural Primary School in Rajasthan

PS_MADRSA KADARIYA ROJE DHANI, a primary school nestled in the rural landscape of Rajasthan, offers a glimpse into the educational landscape of a remote Indian village. Established in 2012, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting its unique organizational structure. The school’s humble beginnings and commitment to education make it a noteworthy subject for analysis.

The school’s infrastructure is modest yet functional. Housed in a private building, it comprises three classrooms, each in good condition, catering to students from Class 1 to Class 5. Two boys’ toilets and two girls’ toilets are available, ensuring basic sanitation facilities. The school’s rural setting is further emphasized by the lack of a playground and library, highlighting the resource constraints often faced by institutions in such areas.

Despite the limited resources, the school functions effectively, with a dedicated team of three male teachers providing instruction in Hindi. The head teacher, Subhan Khan, leads the educational efforts, emphasizing the importance of leadership and experience in a remote educational setting. The school’s commitment to providing meals prepared on-site underscores its holistic approach to education, addressing the nutritional needs of its students.

The school’s location, within the JAISALMER block of JAISALMER district, places it within a specific geographical context. This information is crucial for understanding its access to resources and the broader educational landscape of the region. While the school lacks technological advancements like computers and computer-aided learning, its presence in a rural area highlights the challenges and triumphs of education in underserved communities.

The absence of a pre-primary section and the lack of female teachers underscore the limitations faced by the school. However, the availability of electricity and a pucca boundary wall indicate some investments in infrastructure. The school’s reliance on a solely Hindi medium of instruction reflects the linguistic landscape of the region, emphasizing the importance of language access in education.

The school’s manageable size, with a total of three teachers, facilitates a close-knit learning environment. The absence of contract teachers suggests a degree of stability within the teaching staff. The lack of ramps highlights a potential area for improvement in terms of accessibility for disabled students.

The school’s reliance on a private building underlines the role of private initiatives in complementing government efforts in education. The school’s dedication to providing mid-day meals within the school premises points towards a commitment to student well-being beyond academics.

Despite its limitations, PS_MADRSA KADARIYA ROJE DHANI exemplifies the perseverance of education in rural India. The school’s basic facilities, committed teachers, and provision of mid-day meals create a foundation for learning in a challenging environment. Further improvements in infrastructure and resource availability could significantly enhance the school’s ability to provide quality education.

The school’s establishment in 2012 demonstrates a relatively recent contribution to the educational landscape of the area, possibly indicating a growing awareness of the importance of education in the region. Further analysis of the school’s performance and student outcomes would provide valuable insights into its effectiveness and potential for growth.

The details provided paint a comprehensive picture of PS_MADRSA KADARIYA ROJE DHANI, showcasing both its strengths and limitations. Its continued operation reflects the dedication of its staff and the community’s commitment to education, despite the challenges inherent in its rural setting. The information presented offers a valuable case study for understanding the intricacies of providing education in remote areas of India.