MADARSA SHAH-E-JEELAN

Madarsa Shah-e-Jeelan: A Detailed Profile of an Urban Primary School in Hyderabad

Madarsa Shah-e-Jeelan, a primary school located in the urban area of Hyderabad, Telangana, offers a glimpse into the educational landscape of the region. Established in 2011, this co-educational institution is managed by the Madarsa Unrecognized and caters to students from Class 1 to Class 5. Instruction is primarily conducted in English, fostering a bilingual learning environment. The school operates from a rented building, equipped with four classrooms, each maintained in good condition.

The school's infrastructure includes essential amenities such as electricity and a pucca boundary wall, ensuring a safe and functional learning space. A small library houses six books, providing limited resources for students' academic enrichment. Separate toilet facilities are available for both boys and girls, ensuring basic hygiene standards are met. The absence of a playground, however, presents a limitation in providing students with opportunities for physical activity and recreation. The school's lack of drinking water facilities highlights a critical area needing improvement.

The teaching staff comprises three teachers: two male and one female, dedicated to providing quality education to their students. The absence of pre-primary classes means the school focuses solely on primary education. The school's management, categorized as "Madarsa Unrecognized," signifies its unique administrative structure. The school's location in the Bandlaguda block of Hyderabad, Telangana, provides geographical context.

Madarsa Shah-e-Jeelan's commitment to education is evident in its provision of basic learning facilities and a dedicated teaching staff. However, the school's limitations in infrastructure, including the absence of a playground, computer-aided learning facilities and adequate drinking water, underscore the need for further development and investment. The lack of a computer lab and limited library resources highlight potential areas for improvement to enhance the educational experience for the students.

The school's reliance on a rented building also suggests potential limitations in expanding its capacity or improving its infrastructure in the long term. The absence of a mid-day meal program emphasizes the need for additional support to ensure the nutritional well-being of the students, especially those from economically disadvantaged backgrounds.

The school's operational efficiency is further supported by its accessibility via all-weather roads. The academic session commences in April, aligning with the typical academic calendar in the region. The school operates without any contract teachers, indicating a commitment to providing stable employment opportunities for its teaching staff.

The overall profile of Madarsa Shah-e-Jeelan reveals a basic yet functional primary school striving to deliver quality education within its given resource limitations. The management structure, categorized as "Madarsa Unrecognized," may present unique challenges and opportunities for development and integration into the broader educational system.

Future development initiatives might focus on improving infrastructure, expanding the library resources, introducing computer-aided learning, and establishing a mid-day meal program to further enhance the school's capacity to provide a holistic and enriching educational environment for its students.

The school's operational data, including its unique code (36051292268) and the absence of contact information (phone and email), underscores the need for enhanced data management and improved accessibility for stakeholders. This highlights a broader issue regarding the digital inclusion and data management practices within the educational system. Further efforts are needed to bridge these gaps and optimize the collection, organization and dissemination of critical school information.

In conclusion, Madarsa Shah-e-Jeelan presents a case study of a small, primary school operating within a specific socio-economic context. By understanding its challenges and strengths, policymakers and educational stakeholders can develop targeted interventions to support its growth and ultimately improve the educational outcomes for its students. Improving infrastructure, resources, and community engagement can significantly enhance the overall learning environment and ensure that Madarsa Shah-e-Jeelan continues to serve its community effectively.

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.