DAKSHIN BALABHUT SUBAHI PRY. MADRASHA

DAKSHIN BALABHUT SUBAHI PRY. MADRASHA was established in 1996 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 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 4 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 Tap Water and it is functional. The school has 0 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 Provided and Prepared in School Premises providing mid-day meal.

Dakshin Balabhut Subahi Pry. Madrasha: A Comprehensive Overview

Dakshin Balabhut Subahi Pry. Madrasha, a private primary school located in the rural area of Tufanganj-I block, Koch Bihar district, West Bengal, India, offers a glimpse into the educational landscape of a rural community. Established in 1996, this unrecognised school plays a vital role in providing primary education to children in the area. Its humble beginnings and ongoing challenges highlight the need for continued support and investment in rural education.

The school’s infrastructure, while functional, reflects the realities of its resource constraints. The school building, though privately owned, consists of four classrooms, all described as being in good condition, suggesting a focus on maintaining the existing facilities despite limited resources. The presence of tap water ensures access to a clean drinking water source, a crucial element for the students’ health and hygiene. A single girls’ toilet is functional, but the lack of a boys’ toilet underscores a need for further infrastructural development.

Academically, the school caters to students from Class 1 to Class 4, offering instruction in Bengali. With a total of five teachers – two male and three female – the school maintains a manageable student-teacher ratio, promoting individualized attention. The school’s co-educational nature ensures equal opportunities for both boys and girls, fostering a welcoming and inclusive environment. The school also provides meals, prepared on its premises, addressing a critical aspect of student welfare and ensuring students have the energy to learn.

The absence of a library, playground, and computer-aided learning facilities points to areas requiring improvement. These additions would significantly enhance the learning experience, providing students with opportunities for recreational activities, independent learning, and access to modern technology. The lack of computers also highlights a gap in providing students with 21st-century skills necessary for success in the modern world.

The school’s management, being unrecognised, may present challenges in securing funding and resources. This status potentially impacts the school’s ability to implement improvements and expand its facilities. Working towards recognition could unlock greater opportunities for funding, resources, and support, potentially leading to significant improvements in the school’s infrastructure and educational offerings.

The school’s rural location presents both opportunities and challenges. While it directly serves a community in need, its remoteness can hinder accessibility to resources and support services. Improved road infrastructure and community engagement could play a crucial role in overcoming these geographical barriers.

The head teacher, Abdul Quddus Mia, and the dedicated teaching staff deserve recognition for their commitment to providing education in challenging circumstances. Their consistent efforts contribute to the educational development of the community, underscoring the vital role of educators in shaping young lives.

The school’s commitment to providing a mid-day meal program reflects a conscious effort to address the nutritional needs of the students, ensuring they receive the nourishment required for learning. This crucial element contributes to improved attendance and overall well-being, impacting their academic performance.

Dakshin Balabhut Subahi Pry. Madrasha, despite its limitations, stands as a testament to the importance of education in a rural setting. With additional investment and support, this school has the potential to further enrich the educational landscape of the community it serves, helping to shape brighter futures for its students.

Continued efforts to improve infrastructure, enhance resources, and secure official recognition are essential to ensure the continued success of Dakshin Balabhut Subahi Pry. Madrasha and its students. Investing in this school represents a valuable investment in the future of the community it serves.