KHASBAS KHALISAMARI (SARKARHAT) MAKTAB MADRASA

KHASBAS KHALISAMARI (SARKARHAT) MAKTAB MADRASA was established in 2010 and it is managed by the Unrecognised. It is located in Rural area. It is located in SITALKUCHI block of KOCH BIHAR district of West Bengal. The school consists of Grades from 1 to 5. 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None 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 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 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.

Khasbas Khalisamari (Sarkarhat) Maktab Madrasa: A Comprehensive Overview

Khasbas Khalisamari (Sarkarhat) Maktab Madrasa, a private primary school located in the rural Sitalkuchi block of Koch Bihar district, West Bengal, offers a valuable educational service to the community. Established in 2010, this co-educational institution caters to students from Class 1 to Class 5, also featuring a pre-primary section. The school’s commitment to education is evident in its dedicated staff and available resources, despite some limitations in infrastructure.

Infrastructure and Resources: The school utilizes a private building with four classrooms, all in good condition. A separate room serves as the head teacher’s office, and two additional rooms support non-teaching activities. While lacking a boundary wall and electricity, the school boasts a playground, providing crucial space for recreational activities and physical development. The absence of a library and computer-aided learning facilities highlights areas for potential future improvement. The school does, however, have a functional girls’ toilet, ensuring basic sanitation needs are addressed. Access to drinking water remains a challenge, with no readily available source currently in place.

Academics and Teaching Staff: The school employs a team of three male teachers, dedicated to providing quality instruction in Bengali, the primary medium of instruction. The head teacher, Anarul Hoque, leads the school’s academic and administrative functions. The school’s focus on primary education (classes 1-5) serves as a vital foundation for students’ future learning. The absence of midday meals necessitates community support and highlights the need for additional resources. The school’s unrecognised management status underscores the need for further official recognition.

Accessibility and Location: Situated in a rural area, the school is conveniently accessible by road, regardless of weather conditions. The school’s location and commitment to education provide access to schooling for children in a rural setting, often underserved in terms of educational opportunities.

Future Development and Needs: While the school provides a valuable educational service, there are areas that require attention for optimal growth. The absence of electricity and a boundary wall presents safety and infrastructure challenges. The lack of a library, computers, and computer-aided learning significantly limits students’ access to modern educational tools and resources. Securing funding for these improvements would greatly benefit the school’s development and capacity to provide enhanced educational opportunities. Additionally, acquiring a reliable source of drinking water is paramount to the students’ health and well-being.

Community Engagement: The success of Khasbas Khalisamari (Sarkarhat) Maktab Madrasa relies on the active engagement of the local community. Collaboration with local authorities, NGOs, and charitable organisations could provide significant support to address the identified needs and enhance the school’s overall infrastructure and resources.

Conclusion: Khasbas Khalisamari (Sarkarhat) Maktab Madrasa plays a vital role in providing primary education in a rural area. While facing challenges in infrastructure and resources, the dedication of its teachers and the availability of a basic educational environment showcases the commitment to the community. Addressing the school’s current needs through community involvement and support will strengthen its capacity to provide a higher quality and more comprehensive education to its students.

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