AKSEDIA DARUL ULUM BALIKA SR.MADRASAH

AKSEDIA DARUL ULUM BALIKA SR.MADRASAH was established in 2010 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in BARUIPUR block of SOUTH TWENTY FOUR PARGAN district of West Bengal. The school consists of Grades from 1 to 8. The school is Girls and it doesn’t have an attached pre-primary section. The school is Private in nature and is not using school building as a shift-school. Bengali 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 8 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 have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 0 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 500 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

AKSEDIA DARUL ULUM BALIKA SR. MADRASAH: A Comprehensive Profile

AKSEDIA DARUL ULUM BALIKA SR. MADRASAH, a private girls’ school in rural West Bengal, offers a valuable educational service to the community. Established in 2010, this Madarsa Unrecognized institution provides primary and upper-primary education (classes 1-8) to young girls. The school’s dedication to education is evident in its commitment to providing quality learning despite operating within resource constraints.

The school’s infrastructure, while modest, is functional. The eight classrooms are all in good condition, providing sufficient space for the students. The presence of a library, stocked with 500 books, highlights the school’s commitment to fostering a love of reading and learning beyond the classroom. The school’s playground offers a vital space for recreation and physical activity, contributing to the students’ holistic development. The availability of hand pumps ensures access to clean drinking water, a crucial aspect of maintaining student health and well-being.

The school’s educational approach focuses on Bengali as the medium of instruction, reflecting the local linguistic context. Eleven female teachers dedicate their time and expertise to shaping the minds of the young learners. The presence of a single head teacher provides crucial leadership and guidance for the school’s operations and educational goals. The school’s residential status, operated privately, offers additional support and stability for students needing accommodation.

The school’s commitment to technological advancement, albeit limited, is noteworthy. The presence of a single computer demonstrates an intention to integrate technology into the educational process, albeit currently on a smaller scale. The lack of a computer-aided learning lab indicates an area for potential future development and expansion of resources.

The school’s operation relies heavily on its dedicated team of teachers. The absence of contract teachers highlights the stability of the teaching staff, ensuring consistency in educational delivery and student engagement.

While the school currently lacks a boundary wall, its location in a rural area suggests a relatively safe and tranquil learning environment. The school’s electricity connection ensures a reliable power supply essential for various school activities.

The school’s management as a Madarsa Unrecognized institution underscores its unique approach within the educational landscape. The school’s future development may involve seeking formal recognition and acquiring additional resources to further enhance its capacity.

Despite its modest infrastructure and resource limitations, AKSEDIA DARUL ULUM BALIKA SR. MADRASAH plays a significant role in providing educational opportunities for girls in a rural setting. Its dedicated staff, commitment to literacy, and basic infrastructure contribute to a supportive learning environment.

The school’s success story serves as an example of the positive impact of dedicated educators and community support in providing educational access to underserved populations. Continuous efforts to secure additional resources and enhance infrastructure will undoubtedly further enhance the quality of education provided. The school’s future prospects remain positive, driven by its commitment to empowering young girls through education.