MAD. CHASHM-E-RAHMAT KHARRA

MAD. CHASHM-E-RAHMAT KHARRA was established in 1961 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in RAHIKA 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 N/A 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 Government building. It has got 5 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 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 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. Chashm-e-Rahmat Kharra: A Rural Primary School in Bihar

Mad. Chashm-e-Rahmat Kharra is a government-run primary school located in the RAHIKA block of MADHUBANI district, Bihar, India. Established in 1961, this co-educational institution serves students from Class 1 to Class 8, offering a primary and upper-primary education. The school’s management falls under the Madarsa Recognized (by Wakf Board/Madarsa Board) category, reflecting its unique organizational structure.

The school’s infrastructure includes five classrooms in good condition, housed within a government building. While the school boasts a playground, it currently lacks a boundary wall and electricity. Importantly, accessible ramps are available for disabled children, ensuring inclusivity. The provision of a mid-day meal, prepared and provided on the school premises, is a crucial support for students. The school utilizes Urdu as its primary medium of instruction.

The teaching staff comprises five male teachers, dedicated to providing quality education to the students. The head teacher, MD SHAHID HUSAIN, leads the team, supported by a total of five teachers. The school also features separate facilities for boys and girls, with one functional toilet allocated for each gender. The absence of a library and computer-aided learning facilities highlight areas for potential future development.

The school’s rural setting underscores the importance of its role within the community. Its accessibility via an all-weather road ensures consistent attendance, regardless of weather conditions. The academic year begins in April, aligning with the regional educational calendar.

While the absence of certain amenities like electricity, a boundary wall, and a library might pose challenges, the presence of ramps for disabled students and the provision of a mid-day meal demonstrate a commitment to inclusivity and student well-being. The school’s strong emphasis on education, despite resource limitations, reflects a dedication to providing valuable learning opportunities to the children in its care.

The school’s operational status and accessibility indicate its vital function within the local community, acting as a cornerstone of primary education. The dedicated teaching staff plays a crucial role in shaping the future of its students. The school’s unique management structure further underscores its commitment to serving the needs of its students and the community.

The ongoing absence of certain amenities presents opportunities for future improvements, potentially enhancing the learning environment and expanding educational possibilities for the students. These enhancements could include the addition of a library, computer facilities, and electricity connections.

The school’s successful operation for over six decades signifies its enduring value to the community. The long-term commitment to education demonstrated by the school’s management and staff underlines the importance of primary education in rural areas.

The absence of a pre-primary section and computer-aided learning facilities highlights areas where future investment and expansion could significantly benefit the school.

The dedication of the teaching staff, despite the resource constraints, is noteworthy, and their efforts contribute significantly to the educational development of the children. The school’s commitment to inclusivity, as demonstrated by the provision of ramps for disabled students, exemplifies a forward-thinking approach to education.

The school serves as a vital link between education and community development, providing essential primary education to the children in the rural area. The continued operation of the school for over six decades is a testament to its significance and lasting impact. The commitment of the staff and the accessibility of the school highlight its crucial role in shaping the future of its students.