MAD. MIFTAHUL ULOOM BALTHI

MAD. MIFTAHUL ULOOM BALTHI was established in 1957 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in MADHEPUR 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 Non-Ashram type (Govt.) 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 6 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 Partial 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 350 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. Miftahul Uloom BALTHI: A Comprehensive Profile of a Bihar Primary School

MAD. Miftahul Uloom BALTHI, a primary school located in the rural expanse of Madhubani district, Bihar, stands as a testament to educational perseverance. Established in 1957, this co-educational institution, managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), provides education from Class 1 to Class 8. Its commitment to learning is evident in its well-maintained infrastructure and dedicated teaching staff.

The school’s physical structure includes a private building housing six classrooms, all in excellent condition. Complementing the academic spaces are additional rooms designated for non-teaching activities and a dedicated office for the head teacher. A partially constructed boundary wall surrounds the school, ensuring a degree of security. Electricity reliably powers the school, while hand pumps provide a consistent source of drinking water. Hygiene is addressed with functional boys’ and girls’ toilets, ensuring a safe and healthy learning environment.

Recreational facilities include a playground, a vital component for the physical well-being of the students. A library stocked with 350 books further enriches the learning experience, promoting reading and independent study habits. The provision of midday meals, prepared and served on the school premises, ensures that students receive proper nutrition to support their academic endeavors.

The teaching staff comprises five male teachers and one contract teacher, led by Head Teacher Abdul Wahab. They deliver instruction primarily in Urdu, catering to the linguistic needs of the community. The school operates under the Others board for both Class 10 and Class 10+2, highlighting its unique academic structure and curriculum. The school’s residential nature, classified as a Non-Ashram type (Govt.), provides accommodation for students, ensuring accessibility for those from distant areas.

The school’s commitment to the community is further demonstrated by its accessibility via an all-weather road, ensuring consistent access for students throughout the year. The academic session commences in April, aligning with the regional academic calendar. The school’s location in the Madhepur block of Madhubani district, with coordinates 26.17688920 latitude and 86.37574420 longitude, makes it easily identifiable and accessible. The school’s postal code is 847408.

While the school currently lacks computer-aided learning facilities and ramps for disabled children, its presence and dedication to education in a rural setting represent a significant contribution to the local community. The robust infrastructure and dedicated teaching staff are significant assets in providing a quality education to its students. Further improvements, such as the addition of computer facilities and accessibility features, would enhance the learning environment and create even greater opportunities for the students.

The availability of a library and playground is a significant asset that contributes to holistic development, fostering not only academic growth but also personal development through recreational and independent learning experiences. The consistent provision of midday meals reflects the school’s concern for the well-being of its students, acknowledging that proper nutrition plays a crucial role in educational success.

The school’s long history, established in 1957, speaks volumes about its enduring presence in the community and its unwavering commitment to providing quality education. It has proven to be a reliable educational institution for generations of students, shaping their lives and empowering them to become productive members of society. MAD. Miftahul Uloom BALTHI continues its vital role in providing education to the children of the rural area, enriching their lives and contributing to community progress.

The school’s management style, under the Madarsa Recognized (by Wakf Board/Madarsa Board), reflects a unique approach that aligns with the cultural and societal values of its environment. This approach likely contributes to the school’s strong connection with the community, fostering a sense of ownership and shared responsibility for the institution’s success. This unique structure emphasizes the importance of collaboration between educational institutions and local authorities, which is essential in delivering quality education to all students.

In conclusion, MAD. Miftahul Uloom BALTHI embodies the spirit of educational dedication, serving the needs of its community through a strong commitment to teaching and learning, irrespective of the challenges faced in a rural setting. Its future potential, enhanced by possible improvements in infrastructure and resources, is a promising testament to the power of education in transforming lives. The school’s impact extends beyond classroom walls, enriching the lives of its students and the entire community.