MAD. QUASIMUL ULOOM NARAYANPUR

MAD. QUASIMUL ULOOM NARAYANPUR was established in 1971 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 Private building. It has got 1 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 Hand Pumps and it is functional. The school has 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has a playground. The school has a library and has 105 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. QUASIMUL ULOOM NARAYANPUR: A Rural Primary School in Jharkhand

MAD. QUASIMUL ULOOM NARAYANPUR, a private aided primary school, stands as a beacon of education in the rural landscape of Jharkhand, India. Established in 1971, this co-educational institution serves students from Class 1 to Class 8, offering a valuable educational service to the community. The school’s dedication to learning is evident in its well-maintained single classroom and its commitment to providing mid-day meals, prepared and served within the school premises.

The school’s curriculum is delivered in Urdu, catering to the linguistic needs of the local population. Three male teachers dedicate themselves to providing quality education, fostering a supportive learning environment for the students. The absence of a pre-primary section focuses the school’s resources on its core primary and upper primary classes.

The school’s library, stocked with 105 books, provides students with valuable access to learning resources beyond the classroom. A playground, offering valuable space for recreation and physical activity, complements the academic environment. Access to clean drinking water is ensured through functioning hand pumps, a vital provision for a healthy and productive school day.

The school’s physical infrastructure includes a private building with one classroom, indicating a focus on optimizing available space for maximum educational impact. While the school lacks a boundary wall and electricity, its location in a rural area likely contributes to its safety and tranquil learning environment. The school’s commitment to education is evident in its rich resource of 105 books. The absence of certain amenities like computers and a computer-aided learning lab highlight areas for potential future development and improvement.

The absence of a boundary wall presents a potential area for improvement to enhance security, while the lack of electricity might pose some challenges, but the school’s dedication to providing education in spite of these challenges speaks volumes about its commitment to its students.

The school’s management prioritizes the well-being of its students. The provision of mid-day meals underscores this commitment, ensuring that students receive proper nutrition to support their learning. The absence of ramps for disabled children presents an opportunity for future accessibility improvements to ensure inclusivity for all students.

The school’s location in the MAHAGAMA block of the GODDA district provides vital educational access for students in a rural area. This highlights the school’s significant contribution to improving literacy and educational outcomes in the region. The school’s establishment in 1971 underscores its long-standing service to the community and its deep-rooted connection with the local population.

MAD. QUASIMUL ULOOM NARAYANPUR, despite its limitations, demonstrates a dedication to providing quality education. The availability of a library and playground, combined with the provision of meals, clearly reflects the school’s commitment to holistic student development. The effective utilization of its resources and dedicated teaching staff make it a vital educational institution in its rural setting.

The school’s focus on providing a strong foundation in education through Urdu medium instruction makes it a key resource for the community. Future enhancements in infrastructure, including electricity and accessibility improvements, would further strengthen its capacity to serve its students and contribute to the overall educational landscape of the region.

The school’s story reflects the resilience and determination of a rural institution striving to provide quality education. While challenges persist, MAD. QUASIMUL ULOOM NARAYANPUR remains a cornerstone of educational opportunity in its community.