MADARSA (RE) MS (1-8) ROYAL SAINT H.NIZ.PIPALGALI (30139)

Madarsa (RE) MS (1-8) Royal Saint H. Niz. Pipal gali: A Detailed Overview

Madarsa (RE) MS (1-8) Royal Saint H. Niz. Pipal gali, established in 2000, is a co-educational primary and upper primary school located in the urban area of Phanda Urban Old block, Bhopal district, Madhya Pradesh. The school, managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), offers classes from 1st to 8th standard, providing crucial education to the local community. Its unique identity as a Madarsa-recognized institution shapes its educational approach and curriculum.

The school's infrastructure includes four classrooms in good condition, housed in a rented building. While it lacks a playground, the school boasts a library containing 90 books, providing vital resources for students' learning. Basic amenities are present, including electricity, tap water, and separate functional boys' and girls' toilets. The school's commitment to technology is evident through the availability of two functional computers, although a computer-aided learning lab is absent. Mid-day meals are provided, although they are not prepared on the school premises.

The school's teaching staff consists of four female teachers and one head teacher, Tanzeen, ensuring a dedicated and supportive learning environment. The institution's reliance on Hindi as the medium of instruction caters to the local language needs. The school operates on an April-to-March academic calendar, aligning with the broader educational system in the region.

The school’s location in an urban setting provides access to various resources and support systems, while its rented building showcases adaptability and resourcefulness within its operational framework. The presence of a library, though relatively small, reflects a dedication to literacy and learning beyond the core curriculum.

The school's structure, being a rented building with a pucca boundary wall, demonstrates a practical approach to infrastructure, focusing on functionality over expansive resources. This is further reflected in the school's lack of a playground, highlighting a prioritization of core educational needs over extensive extracurricular facilities.

The school's strong reliance on female teachers reflects the local socio-cultural context and provides a nurturing environment for the students. The absence of a computer-aided learning lab, despite the availability of computers, suggests potential opportunities for future development and investment in technology-enhanced education.

The provision of mid-day meals, although prepared off-site, underscores the school's dedication to addressing the nutritional needs of its students, supplementing their learning with essential sustenance. The use of Hindi as the medium of instruction effectively connects the school with the community’s linguistic background.

The availability of separate boys’ and girls’ toilets, and the presence of a functional tap water system demonstrates a commitment to providing basic hygienic facilities. The school’s operational framework is grounded in practicality, resourcefulness and a commitment to providing essential learning opportunities within the available resources.

The school's management structure, operating under the Madarsa Recognized (by Wakf Board/Madarsa Board), lends a specific educational philosophy and perspective that influences its curriculum and overall approach to education. This uniqueness reflects the diverse educational landscape within India.

In conclusion, Madarsa (RE) MS (1-8) Royal Saint H. Niz. Pipal gali, while facing infrastructural limitations, provides crucial primary and upper primary education in an urban setting. Its operational strength lies in its dedicated teaching staff, focused curriculum, and the commitment to providing essential amenities. The school's unique identity as a Madarsa-recognized institution contributes significantly to its distinct educational approach.

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.