ASRAFUL ULLUM SOBAHI PRY MADRASHA

ASRAFUL ULLUM SOBAHI PRY MADRASHA was established in 1980 and it is managed by the Unrecognised. It is located in Rural area. It is located in TUFANGANJ-I block of KOCH BIHAR district of West Bengal. The school consists of Grades from 1 to 4. 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. 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 2 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 Pucca But Broken 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 135 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 Provided providing mid-day meal.

Asraf Ul Lum Sobahi Pry Madrasha: A Comprehensive Profile

Asraf Ul Lum Sobahi Pry Madrasha, a private primary school located in the rural TUFANGANJ-I block of KOCH BIHAR district, West Bengal, India, offers a glimpse into the educational landscape of a rural community. Established in 1980, this co-educational institution caters to students from Class 1 to Class 4, providing a foundational education in Bengali.

The school’s infrastructure comprises a private building with two well-maintained classrooms, ensuring a conducive learning environment for its students. A functional library houses 135 books, enriching the learning experience beyond the curriculum. The availability of hand pumps provides a reliable source of drinking water. Separate, functional toilets are available for boys and girls, addressing a crucial aspect of hygiene and sanitation.

While the school building boasts a pucca boundary wall, albeit in a broken state, the presence of electricity ensures a functional learning space. The absence of a playground might limit extracurricular activities, but the school’s focus remains steadfast on providing quality primary education. Importantly, the school’s management is currently unrecognized.

The dedicated teaching staff consists of five individuals: four male teachers and one female teacher, led by the head teacher, Khalillir Rahaman. Their collective efforts are central to the educational success of the students. The school functions without computer-aided learning or computers, highlighting the challenges faced by many rural educational institutions.

The school’s academic focus is solely on primary education (Classes 1-5), and the instruction medium is Bengali. The school’s rural location presents both challenges and unique characteristics. Accessibility is facilitated by an all-weather road, enabling students from surrounding areas to reach the school. The school’s academic year begins in April, aligning with the standard academic calendar.

The absence of a pre-primary section and the unavailability of mid-day meals point to areas that could potentially enhance the learning experience for the students. Despite these limitations, the school actively provides a basic educational foundation to the community. The school’s location in a rural area emphasizes the need for continuous support and resources to improve its infrastructure and learning resources.

Despite not being equipped with modern technology, such as computer-aided learning or computers, the dedication of the teachers and the availability of basic necessities like a library and functional toilets remain significant positive aspects. This dedication to education is a testament to the community’s commitment to providing learning opportunities.

The school’s status as an unrecognized institution highlights the need for increased government support and recognition, which could lead to crucial improvements in infrastructure, resources, and teacher training. Such support is essential for improving the quality of education and ensuring better learning outcomes for the students. The absence of pre-primary education is another area where increased resources could expand the educational scope.

In conclusion, Asraf Ul Lum Sobahi Pry Madrasha offers essential primary education to a rural community, despite its limitations. The school’s strengths lie in its committed teachers and accessible location, while its challenges highlight the need for continued support and development. The school serves as a microcosm of the broader need for equitable educational opportunities in rural areas.

The information presented here aims to provide a comprehensive overview of the school based on the provided data. Further research and engagement with the school community are encouraged to gain a more complete understanding.