MAD. ISLAMIA PARSA

MAD. ISLAMIA PARSA was established in 1978 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in MAHAGAMA block of GODDA district of Jharkhand. 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 Dilapidated building. It has got 4 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 0 girls toilet and it is functional. The school has no playground. The school has a library and has 135 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. ISLAMIA PARSA: A Rural Primary School in Jharkhand, India

MAD. ISLAMIA PARSA is a primary school located in the rural area of MAHAGAMA block, GODDA district, Jharkhand, India. Established in 1978, this Pvt. Aided school serves students from Class 1 to Class 8, offering a co-educational environment. The school’s instruction medium is Urdu. While the school strives to provide quality education, its infrastructure presents challenges.

The school building is described as dilapidated, yet it manages to accommodate four classrooms, all in good condition for teaching. Additional rooms cater to non-teaching activities and provide a dedicated space for the head teacher. The school’s library holds a collection of 135 books, a valuable resource for students. Meals are provided and prepared on the school premises, ensuring students receive nourishment.

Despite the dilapidated state of the building, the school provides a functional boys’ toilet. The absence of a boundary wall and an electricity connection, however, presents significant hurdles to the smooth operation of the school. The lack of a playground limits extracurricular activities. The school also lacks access to drinking water and computer-aided learning facilities.

The school is staffed by four male teachers and headed by MD. YUNUS. The absence of female teachers and any pre-primary section limits the scope of the school’s offerings. The school’s reliance on Urdu as the medium of instruction may also pose challenges for students with different linguistic backgrounds.

The school’s location in a rural setting, accessible by an all-weather road, presents both advantages and disadvantages. While accessibility is ensured, the remoteness may limit access to advanced resources and technologies. The absence of ramps suggests limited accessibility for students with disabilities.

The lack of computers and computer-aided learning further underscores the need for improved infrastructure and resources. Despite these challenges, the school’s commitment to providing education in a rural setting is noteworthy. Efforts to improve facilities and resources would significantly enhance the learning environment for students.

The school’s management is private, aided by external support. This highlights the collaboration between the private sector and government efforts in ensuring educational opportunities in underserved areas. The absence of a pre-primary section might limit the school’s ability to cater to younger children.

The school’s long history, since 1978, speaks volumes about its enduring commitment to the community. Continuous efforts to maintain and improve the school’s infrastructure, resources, and teaching methods will greatly improve the educational outcomes for students.

The availability of 135 books within the library demonstrates a commitment to fostering a love for reading. However, a more extensive library collection would support a more diverse curriculum and enhance students’ knowledge. The lack of computers and internet access significantly hinders access to information and technological advancements in education.

This underscores the need for external support and initiatives that can bridge the digital divide and provide access to essential educational tools and technologies. Improving the school’s infrastructure and providing access to resources will greatly benefit the students and ensure a more enriching learning experience.