MADRASA CHMNE ISLAM BAVANKERA

Madrassa Chmne Islam Bavankera: A Rural Primary School in Chhattisgarh

Madrassa Chmne Islam Bavankera, a primary school located in the rural heart of Mahasamund district, Chhattisgarh, stands as a testament to educational access in underserved communities. Established in 2001, this co-educational institution serves students from Class 1 to Class 5, providing a crucial foundation for their academic journeys. The school's management falls under the purview of the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting its unique organizational structure within the educational landscape of the region.

The school's infrastructure, though modest, plays a vital role in its functioning. Housed in a private building, the school comprises three classrooms, ensuring a reasonable student-teacher ratio. While the building's pucca walls show signs of damage, the presence of electricity ensures a conducive learning environment. The school also boasts separate functional toilet facilities for boys and girls, underscoring its commitment to basic amenities. The absence of a playground and library, however, points to areas requiring future development and resource allocation.

Instruction at Madrassa Chmne Islam Bavankera is primarily conducted in Hindi, catering to the linguistic needs of the local community. The teaching staff consists of four dedicated educators – two male and two female teachers – led by Head Teacher Abdul Subhan. This team, supported by a single head teacher, ensures a personalized learning experience for the students. The school's commitment to holistic development is evident in its provision of midday meals, prepared and served on the school premises. This initiative addresses a critical aspect of student well-being, ensuring adequate nutrition alongside education.

The school's location within a rural area highlights its significance in bridging the educational gap in less-developed regions. Its accessibility via all-weather roads ensures that students can attend school regardless of weather conditions. The academic year commences in April, aligning with the broader educational calendar. The lack of pre-primary sections, computer-aided learning facilities, and a library underscores areas where improvements could significantly enhance the quality of education offered.

The school's adherence to a specific board for classes 10 and 10+2 (Others) indicates a unique curriculum tailored to its setting and student population. This highlights the school's focus on providing relevant education suited to the local context, rather than strictly adhering to mainstream national curricula. The absence of ramps for disabled children indicates a need for future infrastructure improvements to foster inclusivity and ensure equal opportunities for all students.

Madrassa Chmne Islam Bavankera's operational details reveal a commitment to educational provisions within a rural setting. The absence of contract teachers and pre-primary sections simplifies its organizational structure and human resources management. This allows for streamlined operations and a focus on the core educational responsibilities of the institution.

The school’s geographical coordinates (21.17054080 latitude, 82.60511800 longitude) and pincode (493551) provide valuable locational data for anyone seeking to learn more about this institution or to provide support. The absence of contact information, however, limits direct communication with the school itself.

The provision of midday meals, despite limited resources, showcases the school's commitment to the holistic well-being of its students. This reflects a deeper understanding of the challenges faced by students from disadvantaged backgrounds and a dedication to overcoming these through integrated support systems.

In conclusion, Madrassa Chmne Islam Bavankera serves as a vital educational institution within its rural community. While facing infrastructural limitations, its dedicated staff, community focus, and commitment to providing essential educational services, including midday meals, makes a significant impact on the lives of its students. Future development, particularly in the areas of library facilities, playground, and accessibility for disabled children, would further strengthen its capacity to serve its community effectively. The school stands as a symbol of education's enduring power to uplift and empower, even within resource-constrained environments.

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.