PVT MADARSA MAULANA AAJAD ANJUMAN SCHOOL PASAN

PVT MADARSA MAULANA AAJAD ANJUMAN SCHOOL PASAN was established in 2014 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in PONDI-UPRODA block of KORBA district of Chhattisgarh. 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 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 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 Well 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 200 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.

PVT Madarsa Maulana Aajad Anjuman School Pasan: A Comprehensive Overview

PVT Madarsa Maulana Aajad Anjuman School Pasan, a private co-educational primary school, stands as a significant educational institution in the rural landscape of Chhattisgarh, India. Established in 2014, the school operates under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), serving students from Class 1 to Class 5. Its commitment to education is evident in its well-maintained facilities and dedicated teaching staff.

The school’s infrastructure includes three well-maintained classrooms, providing an adequate learning environment for its students. The presence of a functional library, stocked with 200 books, fosters a love of reading and learning beyond the classroom setting. A dedicated playground provides a vital space for recreational activities, promoting physical health and social interaction among the students. The school also boasts a pucca boundary wall, ensuring the safety and security of its students.

Further enhancing the learning experience, the school provides access to electricity and a reliable source of drinking water from a well. Separate functional toilets for boys and girls cater to the hygiene needs of the students. The school’s rural location, however, means that the provision of ramps for disabled children is not currently a feature.

The school’s teaching staff comprises two female teachers, all dedicated to providing quality education. Instruction is delivered primarily in Urdu. The school operates as a residential school, however, details about its residential facilities are unavailable. The absence of computer-aided learning and computers within the institution highlights potential areas for future development and improvement.

Importantly, the school currently doesn’t provide midday meals, a factor that could affect the accessibility of education for some students. The school’s management remains committed to delivering a strong primary education. The absence of a pre-primary section and the primary focus on classes 1-5 is a key feature of the institution.

Despite its rural location, the school is conveniently accessible by road, facilitating easy commuting for both students and staff. Its academic session begins in April, aligning with the broader academic calendar.

The school’s commitment to providing education in a rural setting is commendable. The dedicated teachers, well-maintained facilities, and availability of essential resources demonstrate the school’s dedication to student learning and development.

The information provided paints a picture of a functioning institution actively serving the educational needs of its community. However, the absence of certain modern amenities and resources indicates potential areas for future growth and improvement. The lack of midday meal provision and limited technological resources represent potential challenges that could be addressed to further enhance the school’s capabilities.

Future enhancements could include investing in computer-aided learning, procuring computers, and providing midday meals, further improving the school’s educational opportunities and student well-being. The school’s leadership could explore partnerships with NGOs or government programs to secure resources for these enhancements.

The PVT Madarsa Maulana Aajad Anjuman School Pasan plays a crucial role in the educational landscape of its community, providing vital primary education to the children of a rural area. Through continued dedication and potential strategic improvements, it is well-positioned to further enhance its contribution to the community’s development.