PVT PS KASIMI MADARASA BASTAR

PVT PS KASIMI MADARASA BASTAR was established in 2005 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in BASTAR block of BASTER 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 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 2 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 No Boundary Wall boundary wall. The school has 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 a library and has 100 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.

PVT PS Kasimi Madarasa Bastar: A Comprehensive Overview

PVT PS Kasimi Madarasa Bastar, a private primary school located in the urban area of Bastar, Chhattisgarh, stands as a testament to educational commitment in the region. Established in 2005, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and caters to students from Class 1 to Class 5. The school’s primary medium of instruction is Hindi, reflecting the local linguistic context.

The school’s infrastructure comprises two classrooms, each maintained in good condition to facilitate effective learning. Beyond the classrooms, the school features additional rooms dedicated to non-teaching activities and a separate office for the head teacher. While lacking a boundary wall, the school benefits from a reliable electricity connection, ensuring consistent functionality.

Providing essential amenities for students is a priority. The school offers readily available tap water for drinking, ensuring hydration throughout the school day. Sanitary facilities are provided through one boys’ toilet and one girls’ toilet, maintaining a hygienic environment. A library, stocked with 100 books, further enriches the learning experience, fostering a love for reading and research.

Despite its strengths, PVT PS Kasimi Madarasa Bastar faces certain infrastructural limitations. The absence of a playground limits opportunities for physical activity and recreation, vital for holistic child development. The school also lacks computer-aided learning facilities and computers, potentially hindering the integration of modern technology into the curriculum. The absence of ramps restricts accessibility for students with disabilities.

The school’s leadership comprises one head teacher, Fatima Husian, and a total of three female teachers. The school prides itself on providing midday meals, prepared and served on the school premises, ensuring students receive adequate nutrition. The school’s commitment to education is further evidenced by its dedicated teaching staff focused on providing quality primary education within the community.

Operating under the “Others” board for both Class 10 and Class 10+2, the school’s academic focus lies squarely on primary education. This specialized approach allows the school to concentrate its resources and expertise on providing a strong foundation for younger students. The absence of a pre-primary section reflects the school’s concentrated efforts on its core primary level classes.

The school’s location in Bastar, a region with specific socio-economic characteristics, further shapes its educational context. Understanding these contextual factors is crucial in evaluating the school’s impact on the community and its students. The school’s success lies in its ability to adapt and respond to the unique needs of its students and the broader community.

In conclusion, PVT PS Kasimi Madarasa Bastar provides essential primary education to students in Bastar. While facing infrastructural challenges, its dedicated teaching staff, readily available resources, and commitment to providing midday meals ensure students receive a solid foundational education. Ongoing efforts towards infrastructural improvement and resource expansion would further enhance the educational experience for all students.