MAD. FURKANIYA MALMAL

MAD. FURKANIYA MALMAL was established in 1978 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in KALUAHI 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 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 no 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. FURKANIYA MALMAL: A Rural Primary School in Bihar, India

MAD. FURKANIYA MALMAL is a government-run primary school located in the rural area of Kaluahi block, Madhubani district, Bihar, India. Established in 1978, this co-educational institution serves students from Class 1 to Class 8, providing a crucial educational foundation for the community. The school’s management falls under the purview of the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting its unique character within the broader educational landscape.

The school building itself is a testament to its enduring presence in the community. Constructed of pucca (permanent) materials, it houses seven classrooms, each designed to facilitate effective learning. While lacking electricity and a dedicated library or playground, the school prioritizes essential facilities. Clean drinking water is accessed via hand pumps, ensuring students’ hydration needs are met. Furthermore, separate functional toilets are available for boys and girls, promoting hygiene and well-being.

Instruction at MAD. FURKANIYA MALMAL is conducted in Urdu, providing a relevant medium of instruction for the local population. The school employs two male teachers, dedicated to providing quality education to the student body. Meals are provided and prepared within the school premises, addressing the nutritional needs of students and fostering a sense of community. The school’s head teacher, MD. MOHIBURRAHMAN, plays a vital role in its day-to-day operation and overall success.

The school’s location, while rural, is accessible via an all-weather road, ensuring convenient access for students. The academic session commences in April, aligning with the typical academic calendar in India. While the school boasts a pucca boundary wall, ensuring security, certain amenities remain a priority for future development.

The absence of computer-aided learning facilities reflects the school’s resource limitations, highlighting a potential area for future improvements. The lack of computers and a dedicated library underscores the need for further investment in educational resources. Similarly, the absence of a playground restricts opportunities for physical activity and recreation.

Despite the resource constraints, MAD. FURKANIYA MALMAL serves a critical role in providing basic education to children in a rural setting. Its commitment to providing a structured learning environment, combined with the provision of mid-day meals, significantly contributes to the well-being and academic progress of its students.

The school’s success hinges on the dedication of its teachers and the ongoing support of the community. Further investment in resources, particularly in technology and recreational facilities, could enhance the educational experience and provide a more holistic learning environment.

Future initiatives could focus on securing electricity connections, establishing a library with diverse reading materials, developing a playground, and introducing computer-aided learning programs. These improvements would significantly augment the learning experience, fostering a more engaging and enriching environment for the students.

The commitment of the Madarsa Recognized (by Wakf Board/Madarsa Board) to the school’s operation is commendable. This underscores the importance of public-private partnerships in expanding access to education, particularly in underserved areas.

In conclusion, MAD. FURKANIYA MALMAL stands as a beacon of education in its rural community. While challenges remain, its dedication to providing a foundational education, coupled with its ongoing efforts, positions it well for future growth and continued success in shaping the future of its students. The school’s commitment to its students is evident in its enduring provision of quality education despite resource limitations.