IQRA ACADEMY

IQRA ACADEMY was established in 1994 and it is managed by the Unrecognised. It is located in Urban area. It is located in DALTONGANJ block of PALAMU district of Jharkhand. The school consists of Grades from 1 to 8. 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. Hindi 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 Rented building. It has got 7 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 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 20 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 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.

IQRA ACADEMY: A Comprehensive Profile of an Urban Primary School in Jharkhand, India

IQRA ACADEMY, established in 1994, is an unrecognised, co-educational primary school located in the urban area of DaltonGanj block, Palamu district, Jharkhand. Serving students from Class 1 to Class 8, this institution offers a Hindi-medium education and includes a pre-primary section. The school’s accessibility is ensured by its all-weather road approach, and the academic year commences in April.

The school operates within a rented building, equipped with seven classrooms in good condition, supplemented by two additional rooms for non-teaching activities. While lacking a boundary wall, the school benefits from a reliable electricity connection. The provision of drinking water is facilitated by functional hand pumps. Sanitary facilities are available with one boys’ toilet and one girls’ toilet.

A notable feature is the school’s library, containing 20 books, which serves as a valuable resource for students. The school’s commitment to education is further demonstrated by its possession of two functional computers, although it does not currently utilize computer-aided learning. The absence of a playground and ramps for disabled students are areas for potential future development.

The teaching staff comprises a dedicated team of three male teachers and nine female teachers, along with three additional teachers dedicated to the pre-primary section, totaling twelve educators. The school’s curriculum covers both primary and upper primary levels (Classes 1-8), with the senior classes following an “Others” board. The school does not offer a midday meal program.

IQRA ACADEMY’s infrastructure comprises a modest but functional setup. Its strength lies in its dedicated teaching staff and commitment to providing education to students in the urban area. The availability of a library, however small, and the presence of computers suggest a conscious effort to equip students with essential resources. The school’s commitment to Hindi as the medium of instruction reflects the local linguistic landscape.

The absence of certain amenities, such as a boundary wall, playground, and computer-aided learning lab, represents areas for potential improvement and growth. The fact that the school is unrecognised might also present challenges in terms of funding and resource allocation. Nevertheless, IQRA ACADEMY continues to provide valuable primary education to the community, demonstrating the resilience and dedication of its staff.

Future development might include improvements in infrastructure, such as the construction of a boundary wall and a playground. The incorporation of computer-aided learning could further enhance the learning experience. Securing recognition might unlock access to additional resources and support, further strengthening the school’s capabilities.

In conclusion, IQRA ACADEMY serves as a vital educational institution in its community. Its strengths lie in its dedicated teaching staff and commitment to providing basic education. While areas for improvement exist, the school’s contribution to the educational landscape of Palamu district is undeniable, making it a significant part of the local community’s development. Future investment in infrastructure and recognition could help further its potential.