MAD. A.ULUM PARSAUNI

MAD. A.ULUM PARSAUNI was established in 1956 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in BISFI block of MADHUBANI district of Bihar. 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 others 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 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 Pucca 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 a library and has 275 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 Provided and Prepared in School Premises providing mid-day meal.

MAD. A.ULUM PARSAUNI: A Rural Primary School in Bihar, India

MAD. A.ULUM PARSAUNI, a private primary school in Bihar, India, stands as a testament to the enduring commitment to education in rural communities. Established in 1956, this co-educational institution serves students from Class 1 to Class 8, offering a crucial educational foundation within its community. The school is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting its unique character and contributing to the diverse educational landscape of Bihar.

Located in the BISFI block of MADHUBANI district, the school’s rural setting underscores its significant role in providing educational opportunities to children in a less accessible area. The school’s infrastructure includes a pucca (permanent) building, equipped with seven classrooms to facilitate effective learning. The availability of a playground and a library stocked with 275 books enhances the learning experience, broadening students’ horizons beyond the classroom.

The school’s commitment to students’ well-being is evident in its facilities. A functional boys’ toilet and a girls’ toilet contribute to a hygienic and safe learning environment. Hand pumps provide a reliable source of drinking water, addressing a vital need for the students and staff. Further enhancing the learning environment is the provision of meals, prepared and provided on the school premises, ensuring that students’ nutritional needs are met.

The school’s teaching staff consists of six male teachers, dedicated to imparting knowledge and fostering a positive learning atmosphere. Instruction is delivered in Urdu, reflecting the linguistic context of the community it serves. The head teacher, MD. SHAMIM, leads the school’s dedicated team, striving to provide quality education to its students.

Importantly, the school operates as a residential school, providing a supportive environment for its students. This residential nature suggests a dedication to accommodating the unique needs of its rural student population. The “others” designation for the residential type suggests a unique accommodation style tailored to the local context. The school’s management operates under the Madarsa Recognized (by Wakf Board/Madarsa Board) structure, a distinctive feature within the Indian educational system.

The school’s curriculum includes primary and upper primary levels (classes 1-8), offering a comprehensive foundational education. For students progressing beyond Class 8, the school’s affiliation with “Others” boards indicates adaptability to various educational pathways. This flexibility acknowledges the diverse academic aspirations of students in the region.

The school building itself is a private structure, reflecting the collaborative efforts of the community and private stakeholders in ensuring the school’s continued operation. The lack of electricity highlights the need for further infrastructure development to enhance the learning environment and allow for the incorporation of modern teaching aids.

The absence of computer-aided learning and computers underscores the need for investment in technological resources to enhance the quality of education offered at MAD. A.ULUM PARSAUNI. This need, however, does not diminish the school’s crucial role in providing education to the rural population.

In conclusion, MAD. A.ULUM PARSAUNI plays a vital role in the educational landscape of Bihar. Its dedicated teachers, commitment to student well-being, and unique operational characteristics make it a valuable institution for the local community. Future developments focusing on technological integration and improved infrastructure will further solidify its position as a beacon of knowledge and opportunity in rural Bihar. The school’s continued operation stands as a symbol of perseverance in providing vital education to its students.