MADARSA (RE) PS (1-5) SHEKH KAREEM KURESHI, NOHTA (30120)

Madarsa (RE) PS (1-5) Shekh Kareem Kureshi, Nohta: A Detailed Overview

Madarsa (RE) PS (1-5) Shekh Kareem Kureshi, Nohta, located in the rural area of Jabera block, Damoh district, Madhya Pradesh, is a primary school offering education from classes 1 to 5. Established in 2002, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting its unique character and commitment to education within its community.

The school operates within a rented building, equipped with five classrooms in good condition. While lacking a boundary wall and electricity, the school provides essential facilities including a library stocked with 10 books and a functional boys' toilet. The absence of a playground is noted, yet the school's commitment to accessibility is highlighted by the presence of ramps for disabled children. Importantly, the school provides mid-day meals, prepared and served on its premises, ensuring students receive proper nourishment.

Instruction at Madarsa (RE) PS is primarily conducted in Hindi, with a teaching staff comprising three male teachers and one female teacher. The head teacher, Mo. Sama Najnin, leads a team of four educators dedicated to providing quality primary education. The absence of a pre-primary section and computer-aided learning facilities underscores the school's current resource limitations, yet its dedication to its students remains evident.

The school's rural setting presents unique challenges, but the dedicated staff overcomes these obstacles with their commitment. The school's library, though small, represents a valuable resource for students, fostering a love for reading and learning. The functional boys' toilet reflects the school’s efforts to provide a safe and hygienic environment for its students. The lack of a girls' toilet is a notable area for improvement and potential future development.

The school's reliance on a rented building highlights a need for improved infrastructure. The absence of electricity and a boundary wall represents further areas where investment could greatly enhance the learning environment. Despite these challenges, the school's dedication to providing mid-day meals underscores its commitment to the well-being of its students.

The school’s accessibility for students with disabilities is commendable, demonstrated by the presence of ramps. This thoughtful provision exemplifies an inclusive approach to education, ensuring all students can participate fully in their learning. The provision of a library, however small, demonstrates the importance placed on reading and academic enrichment.

Madarsa (RE) PS (1-5) Shekh Kareem Kureshi, Nohta's location in a rural area presents both unique challenges and opportunities. The school's rural setting offers students a connection to their community and the natural environment. However, access to resources and infrastructure can be a significant obstacle, requiring ongoing support and investment.

Despite these challenges, the school continues to provide crucial primary education to its students. The commitment of the teachers, the provision of mid-day meals, and the inclusion of ramps for disabled children all reflect a dedication to ensuring the students' success.

The school's management by the Madarsa Recognized (by Wakf Board/Madarsa Board) reflects a unique governance structure which contributes to the school's distinctive character and mission within its community. Further support and development in the areas of infrastructure, technology, and additional facilities will undoubtedly enhance the educational experience for all the students.

The information provided underscores the need for continued investment in rural education to bridge the gap between well-resourced and under-resourced schools. Through community partnerships and ongoing support, Madarsa (RE) PS (1-5) Shekh Kareem Kureshi, Nohta can continue to grow and provide quality education to its students for years to come.

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.