ARBIA AHLE SUNNAT KARAUNDA

ARBIA AHLE SUNNAT KARAUNDA was established in 1972 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in JOGIYA block of SIDDHARTHNAGAR district of Uttar Pradesh. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. Urdu is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Private building. It has got 10 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Arbia Ahle Sunnat Karaunda Primary School: A Detailed Overview

Arbia Ahle Sunnat Karaunda Primary School, established in 1972, serves the rural community of Jogiya block in Uttar Pradesh’s Siddharthnagar district. This co-educational institution, managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), provides primary education from Class 1 to Class 5. The school’s instruction medium is Urdu, catering to the local linguistic needs. Its accessibility is ensured by an all-weather road, making it convenient for students to attend classes, which commence in April.

The school’s infrastructure comprises a private building, equipped with ten classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the teacher. Despite lacking a boundary wall and electricity, the school provides essential facilities, including functional hand pumps for drinking water and separate, functional boys’ and girls’ toilets. However, amenities like a playground and library are currently absent.

The school’s teaching staff consists of one male teacher, dedicated to providing quality education to its students. The absence of a pre-primary section, computers, and a computer-aided learning lab reflects the school’s current resource limitations. Importantly, the school is not a residential school and does not provide midday meals.

Arbia Ahle Sunnat Karaunda’s focus remains firmly on delivering a fundamental primary education to its students. While it lacks certain modern resources and facilities found in other schools, its commitment to providing education within the community is evident. The school’s dedication to instruction in Urdu highlights its sensitivity to local needs and traditions.

The school’s location in a rural setting underscores the need for continued support and development to enhance its facilities and resources. This will enable it to better serve the educational needs of the community and provide its students with a more comprehensive learning environment.

The lack of a boundary wall raises some safety concerns, highlighting the need for improvements in the school’s physical infrastructure. The absence of electricity further limits the school’s potential for incorporating modern teaching methods and technologies.

Future development plans for Arbia Ahle Sunnat Karaunda could include securing electricity, constructing a boundary wall for safety and security, establishing a library, and developing a playground to provide a more enriching learning environment for the children.

Acquiring computers and implementing a computer-aided learning program would provide students with essential digital literacy skills and access to a wider range of learning resources. Securing funding for these improvements would be a crucial step in enhancing the school’s educational offerings.

The school’s management, the Madarsa Recognized (by Wakf Board/Madarsa Board), plays a significant role in shaping its future. Their active engagement in seeking support and resources would be vital in achieving these improvements and ensuring the school’s continued success.

In conclusion, Arbia Ahle Sunnat Karaunda Primary School, while facing certain infrastructural challenges, serves as a vital educational resource for the surrounding rural community. With focused efforts on resource acquisition and infrastructure development, the school has the potential to significantly enhance its educational offerings and better equip its students for the future.