M. ABDUL K.B.S. MISHRAULI

M. ABDUL K.B.S. MISHRAULI was established in 1999 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in VISHUNPURA block of KUSHINAGAR district of Uttar Pradesh. The school consists of Grades from 1 to 8. 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. 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 8 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 a playground. The school has a library and has 50 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.

M. Abdul K.B.S. Mishrauli: A Comprehensive Profile of a Rural Primary School

M. Abdul K.B.S. Mishrauli, a primary school located in the rural heartland of Uttar Pradesh, India, stands as a testament to the dedication of educators serving the community. Established in 1999, this co-educational institution offers a vital educational service to children in the Vishunpura block of Kushinagar district. Its unique character, as a Madarsa Unrecognized management school, sets it apart, reflecting the diverse educational landscape of the region.

The school’s infrastructure comprises a private building housing eight well-maintained classrooms, providing ample space for learning. A dedicated room serves the head teacher, and additional rooms support non-teaching activities. Despite lacking a boundary wall, the school boasts essential facilities like electricity, a functional playground, and a library stocked with 50 books – all contributing to a conducive learning environment.

Accessibility and hygiene are addressed through hand pumps providing drinking water and separate, functional toilets for boys and girls. While ramps for disabled children are absent, the school’s commitment to providing basic amenities is evident in its existing infrastructure. The absence of computer-aided learning and computers themselves, however, highlights areas where technological advancements could enhance the educational experience.

The school’s academic program caters to students from Class 1 to Class 8, using Hindi as the primary language of instruction. The dedicated teaching staff includes eight male teachers and two female teachers, headed by Anwarul Hoda, the head teacher. The school follows a traditional academic calendar, beginning its session in April. The school’s affiliation with “Others” for both Class 10 and 10+2 boards indicates a focus on a regionally-specific curriculum.

The school’s rural location presents both opportunities and challenges. While the setting provides a unique cultural experience for students, it also underscores the need for continued investment in educational resources and infrastructure. The absence of a midday meal program points to a potential need for further community support. The school’s commitment to serving the community is clear, however, despite the limited resources.

The school’s management, categorized as “Madarsa Unrecognized,” presents an interesting aspect of the school’s identity. This classification highlights the complexity of the educational landscape in India and the diversity of educational providers. This necessitates further investigation into the school’s specific curriculum and teaching methodologies.

The geographic coordinates of 26.76459400 latitude and 83.66941690 longitude provide a precise location for the school. The 274304 pincode aids in further identification and communication. Despite the absence of a listed phone number or email address, the school’s presence and significance in the community remain undeniable.

M. Abdul K.B.S. Mishrauli represents a typical rural school in India, facing both strengths and limitations. While providing essential primary and upper primary education, the school’s lack of technology and certain amenities showcases areas where improvements could significantly benefit students. The school’s successful operation, however, speaks to the resilience and dedication of its teachers and the importance of education in the community.

The future of the school rests on addressing the identified gaps in resources and infrastructure. Increased access to technology, improved library facilities, and the potential addition of a mid-day meal program would dramatically enhance the learning experience. The school’s success story, however, remains a testament to the power of education in even the most resource-constrained environments.

In conclusion, M. Abdul K.B.S. Mishrauli stands as a vital educational institution in its community. While acknowledging the limitations presented, the school’s persistent commitment to providing education is a vital contribution to the development of the region. Ongoing support and investment could further unlock its potential and ensure a brighter future for its students.