ISHATUL ULUM UMV DALMAU

ISHATUL ULUM UMV DALMAU was established in 1995 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in PURE DALAI block of BARABANKI district of Uttar Pradesh. The school consists of Grades from 9 to 12. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) 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 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 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 a 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 3 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Ishatul Ulum UMV Dalmau: A Detailed Profile of a Rural Secondary School in Uttar Pradesh

Ishatul Ulum UMV Dalmau, a private, co-educational secondary school, stands as a vital educational institution serving the rural community of Pure Dalai block in Barabanki district, Uttar Pradesh. Established in 1995 under private unaided management, the school offers a crucial educational pathway for students from classes 9 to 12. The school’s dedication to providing quality education is evident in its commitment to utilizing Hindi as its primary medium of instruction.

The school’s infrastructure, while modest, demonstrates a commitment to learning. The four classrooms are described as being in good condition, reflecting an investment in providing students with a suitable learning environment. The school’s physical layout includes a separate room for the head teacher, adding to the organizational structure. While the school boasts a playground, its lack of a library presents a noticeable gap in resources. The availability of hand pumps ensures a source of drinking water, a crucial amenity in a rural setting.

Further enhancing the learning environment is the presence of computer-aided learning facilities and three functional computers. This technology integration demonstrates a forward-thinking approach, despite the absence of electricity at the school. The school’s commitment to accessibility is showcased by the provision of ramps for disabled students, highlighting a dedication to inclusivity. With two male teachers dedicated to their students, the school offers a focused learning experience.

The school’s construction consists of a pucca but broken boundary wall, highlighting the need for infrastructural maintenance and potential areas for future improvement. The school building’s sturdy construction, despite needing repairs, contrasts with the absence of electricity, posing a challenge to the overall learning experience, especially for computer-aided learning.

The academic structure of Ishatul Ulum UMV Dalmau follows the Others board for both class 10th and class 12th examinations, offering a distinct educational pathway. The school’s non-residential nature aligns with its rural context. Importantly, the school’s location provides access via all-weather roads, ensuring consistent accessibility for students regardless of weather conditions.

The school’s operational aspects reveal a focus on practical considerations. The academic session begins in April, aligning with the typical academic calendar of the region. The availability of one boys’ toilet and one girls’ toilet indicates a basic level of sanitation facilities. However, the absence of a midday meal program underscores a potential area for future expansion, which would significantly support the students’ overall well-being.

In conclusion, Ishatul Ulum UMV Dalmau is a significant educational resource in its rural setting. Its strengths lie in its dedicated teaching staff, accessible location, and efforts towards technological integration. However, the challenges faced in areas such as electricity provision, library resources, and midday meals highlight potential areas for further development and community support. Continued investment and support will be crucial for maximizing the educational potential of this vital institution.

The school’s commitment to providing quality education in a challenging environment deserves acknowledgement. The future success of Ishatul Ulum UMV Dalmau depends on addressing its infrastructural needs and exploring opportunities for expansion and enrichment of its resources. This would greatly benefit its students and contribute to the broader educational development of the community.

The school’s profile serves as a valuable case study, highlighting both the achievements and the ongoing challenges faced by educational institutions in rural India. It underscores the importance of continued support and investment in these vital community hubs. Further research could explore comparative data with similar schools in the region to assess best practices and development needs.

This detailed overview of Ishatul Ulum UMV Dalmau presents a comprehensive understanding of its current capabilities and future potential, providing a valuable resource for educational stakeholders and community members alike. Addressing the identified infrastructural needs and strengthening the school’s resources would contribute to the enhanced learning experience of its students.