DARUL UL AHLEY SUN FAIJEMUINUL ISLA

DARUL UL AHLEY SUN FAIJEMUINUL ISLA was established in 2001 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in MITHAVAL 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 3 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 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.

Darul Ul Ahley Sun Faijemuinul Isla: A Rural Primary School in Uttar Pradesh

Darul Ul Ahley Sun Faijemuinul Isla, a primary school nestled in the rural heart of Uttar Pradesh, stands as a testament to the dedication of educators serving India’s underserved communities. Established in 2001, this co-educational institution, managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), offers primary education from Class 1 to Class 5. Its location in the Mithaval block of Siddharthnagar district places it within a region rich in cultural heritage, yet facing the challenges of limited resources.

The school’s infrastructure, while modest, reflects its commitment to education. The private building houses three classrooms in good condition, along with additional rooms for administrative and non-teaching purposes, including a dedicated space for the head teacher. A pucca but broken boundary wall surrounds the premises, highlighting the need for ongoing maintenance and infrastructure upgrades. The absence of electricity underscores the challenges faced by many rural schools in accessing basic amenities.

Despite the limitations, the school provides essential facilities for its students. Functional hand pumps ensure access to drinking water, and separate boys’ and girls’ toilets cater to hygiene needs. However, the lack of a playground and library restricts extracurricular activities and access to supplementary learning materials. The absence of ramps highlights the need for improved accessibility for students with disabilities.

The school’s teaching staff comprises two male teachers and a head teacher, NISHAR AHMAD, providing a student-teacher ratio that allows for focused instruction. The medium of instruction is Urdu, reflecting the local linguistic landscape and cultural context. The school’s operational practices adhere to a standard academic calendar, commencing its session in April.

The school’s commitment to education is evident, yet its limitations point towards the crucial need for external support. While the school provides a vital service to its community, investment in infrastructure improvements, including electricity and a library, would significantly enhance the educational experience. The addition of a playground could also foster holistic development, promoting physical activity and social interaction among students.

Furthermore, addressing the condition of the boundary wall is essential for ensuring the safety and security of the school premises. Securing additional resources would enable the school to provide a more comprehensive and enriching learning environment.

The absence of computer-aided learning and computers further highlights the disparity in access to technology between urban and rural educational institutions. This limitation underscores the critical need for bridging the digital divide to prepare students for a future increasingly reliant on technology.

Looking ahead, initiatives aimed at improving infrastructure, securing sustainable funding, and providing access to technology could significantly transform Darul Ul Ahley Sun Faijemuinul Isla. Such improvements would allow the school to better equip its students with the skills and knowledge necessary to succeed in the 21st century.

The school’s dedication to providing education in a challenging environment serves as a powerful example of the commitment of educators to fostering learning opportunities for all students. Continued support and investment are crucial in enabling this rural school to thrive and provide its students with the best possible educational experience.

The school’s success story underscores the importance of supporting rural education initiatives, thereby contributing to a more equitable and inclusive education system for all children in India. This commitment to education in challenging circumstances deserves recognition and encouragement.