MADARSA JAMIATUL KURESH ASHTA

Madarsa Jamiatul Kuresh Ashta: A Comprehensive Profile

Madarsa Jamiatul Kuresh Ashta, located in the urban area of Ashta block, Sehore district, Madhya Pradesh, is a primary school offering education from classes 1 to 5. Established in 2003, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and operates from a rented building. Its classrooms, numbering two, are all in good condition, supplemented by two additional rooms for non-teaching activities and a dedicated space for the head teacher.

Instruction Medium and Faculty

The primary language of instruction at Madarsa Jamiatul Kuresh Ashta is Hindi. The school employs a total of two teachers, all male, dedicated to providing quality education to its students. The absence of a pre-primary section means the school focuses solely on primary education. A head teacher, Mo. Mujaffar, leads the faculty. The school operates without any contract teachers, reinforcing its commitment to a stable teaching staff.

Infrastructure and Resources

While the school lacks a boundary wall and electricity connection, it does possess a library containing 200 books, indicating a commitment to fostering a reading culture among students. The absence of a playground and drinking water facilities, however, presents areas for potential improvement. The school's reliance on a rented building underscores the need for infrastructure development to enhance the learning environment.

Accessibility and Meal Provision

The Madarsa's accessibility is limited by the absence of ramps for disabled children. Mid-day meals are provided, although not prepared on school premises, highlighting a reliance on external meal provisions. The lack of computers and a computer-aided learning lab indicates a need for technological advancements to enhance teaching methods and student engagement.

Academic Focus and Future Development

The school’s academic focus is strictly limited to primary education, with no higher-level classes offered. The absence of a pre-primary section further defines its scope. The school's dedication to providing quality education despite its infrastructural limitations is commendable. However, future development should prioritize addressing the lack of essential facilities, including electricity, a playground, and drinking water. The absence of toilets also represents a significant concern requiring immediate attention.

School Management and Governance

Under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), Madarsa Jamiatul Kuresh Ashta follows a structured approach to education. The school’s operational practices and administrative systems ensure that the academic year commences in April. The school operates as a non-residential institution, eliminating the need for residential-related facilities or services.

Community Engagement and Support

The school’s location within the urban area of Ashta positions it as a vital community asset. Its role in shaping the futures of local children underscores its importance within the wider community. Collaboration with community organizations and local authorities could facilitate the acquisition of needed resources and infrastructure improvements.

Technological Integration and Modernization

The absence of computer-aided learning and the lack of computers highlight a considerable gap in the school's technological capabilities. Integrating technology into the classroom could significantly enhance teaching and learning. Seeking partnerships with technology organizations or government initiatives might bridge this gap and bring the school into the digital age.

Overall Assessment and Areas for Improvement

Madarsa Jamiatul Kuresh Ashta provides a valuable educational service to its community. However, there are several crucial areas requiring immediate attention. These include the provision of adequate sanitation facilities (toilets), a reliable source of clean drinking water, electricity for improved learning conditions, and a safe playground for recreational activities. These improvements are vital to ensuring a more conducive and inclusive learning environment for all students. The acquisition of computers and the establishment of a computer-aided learning lab would also represent a major step towards educational modernization.

Conclusion

Madarsa Jamiatul Kuresh Ashta, despite its limitations, remains a vital educational institution serving the community. Addressing the infrastructural and resource gaps identified would significantly enhance the quality of education offered and ensure a more wholesome learning experience for the students. Ongoing support and collaboration from various stakeholders are critical in achieving the desired improvements and creating a brighter future for the students of Madarsa Jamiatul Kuresh Ashta.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.