MAD. F. MOSALMIN GOA POKHAR

MAD. F. MOSALMIN GOA POKHAR was established in 1952 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in RAHIKA block of MADHUBANI district of Bihar. The school consists of Grades from 1 to 10. 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 13 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 1378 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.

MAD. F. MOSALMIN GOA POKHAR: A Comprehensive Overview of a Bihar School

MAD. F. MOSALMIN GOA POKHAR, a private school established in 1952, stands as a testament to educational commitment in the RAHIKA block of MADHUBANI district, Bihar. Operating under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), this co-educational institution caters to students from Class 1 to Class 10, providing a comprehensive primary, upper primary, and secondary education. Situated in an urban area, the school is conveniently accessible via an all-weather road. Its academic session commences in April, aligning with the regional academic calendar.

The school’s infrastructure comprises a private building equipped with 13 well-maintained classrooms, ensuring a conducive learning environment. Beyond academic spaces, the school boasts a dedicated playground, fostering physical activity and holistic development. A library, stocked with 1378 books, further enriches the learning experience, providing access to a wealth of knowledge beyond the classroom curriculum. The availability of hand pumps ensures a reliable source of drinking water, addressing a crucial need within the school environment. Furthermore, the presence of separate functional boys’ and girls’ toilets underscores the school’s commitment to providing essential facilities for all its students.

The school’s academic program utilizes Urdu as the primary medium of instruction, reflecting the local linguistic context. The teaching staff consists of seven male teachers, dedicated to delivering quality education to the student body. The school’s operational details indicate that it operates as a residential school, offering additional support and accommodation to its students, the exact residential facilities are described as “others”.

The school’s commitment to education is evident in its various amenities. The presence of a playground encourages physical activity, while the well-stocked library promotes a love for reading and learning. The availability of a reliable source of drinking water and functional toilet facilities ensures the students’ overall well-being and comfort.

The institution’s lack of a computer-aided learning lab and computers highlights potential areas for future development. However, the existing infrastructure, combined with the dedicated teaching staff, provides a solid foundation for learning.

Despite not providing midday meals, the school’s focus on academic excellence and provision of basic amenities shows its dedication to the students’ educational needs. The school’s infrastructure is further enhanced by its electricity connection, ensuring efficient operation and accessibility.

The absence of a boundary wall presents a potential area for improvement in terms of security and safety. However, this aspect might be mitigated by the school’s location within a relatively safe urban environment.

This institution, with its robust teaching staff and essential facilities, plays a significant role in the educational landscape of its region, demonstrating a dedication to providing a functional and supportive learning environment for students. The school’s continuous operation since 1952 underscores its long-standing commitment to community education in MADHUBANI district.

The school’s management, under the Madarsa Recognized (by Wakf Board/Madarsa Board), represents a unique approach to educational governance and highlights the diverse educational systems operating within India. Further research could be valuable in understanding this unique governance structure’s impact on the school’s operations and its success. The school’s commitment to providing education through Urdu reflects the importance of linguistic diversity and catering to the local community’s needs.