MAD.F.RAHMANI HARIPUR MAZRAHI

MAD.F.RAHMANI HARIPUR MAZRAHI was established in 1965 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 5 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.F.RAHMANI HARIPUR MAZRAHI: A Rural Primary School in Bihar

MAD.F.RAHMANI HARIPUR MAZRAHI is a government-run primary school located in the rural area of KALUAHI block, MADHUBANI district, Bihar. Established in 1965, this co-educational institution operates under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board). The school provides education from Class 1 to Class 8, with instruction primarily conducted in Urdu. Its accessibility is ensured by an all-weather road, and the academic session begins in April.

The school’s infrastructure includes a government-provided building comprising five well-maintained classrooms dedicated to teaching. Additional rooms cater to non-teaching activities, and a separate space is allocated for the teachers. The school is enclosed by a sturdy pucca boundary wall, providing a secure learning environment. Although electricity is currently unavailable, the school maintains a functional hand pump, ensuring a reliable source of drinking water for students and staff. Basic sanitation is provided through one boys’ toilet and one girls’ toilet, both of which are functional.

While the school currently lacks a library, playground, and computer-aided learning facilities, it offers a midday meal program, with meals prepared and served on-site. The absence of these facilities highlights the ongoing need for resource allocation and infrastructure development in rural educational settings. The school’s focus remains on providing quality basic education to the children of the community despite these limitations. The five male teachers are dedicated to providing a strong foundation in education.

The school’s academic framework aligns with the Others board for both class 10th and class 10+2 examinations, offering a unique educational path for students. The absence of a pre-primary section and residential facilities reflects its focus on providing primary and upper primary education to the local community. The school is not a shift school and hasn’t been relocated to a new site.

The lack of computers and a computer-aided learning lab underscores a potential area for improvement and technological integration within the school’s curriculum. This could enhance the students’ learning experience and prepare them for a technologically advanced future.

The school’s operational structure, managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), offers a unique perspective on educational governance and administration within the region. This organizational structure shapes the school’s policies and operational procedures.

Future development plans for MAD.F.RAHMANI HARIPUR MAZRAHI could involve the acquisition of computers and the establishment of a computer lab, the creation of a library with a diverse book collection, and improvements to recreational facilities such as the playground. These additions would substantially enhance the learning environment.

Investing in the school’s infrastructure and resources could significantly enhance the learning experience for the students, providing them with the tools and resources necessary to succeed academically and personally. This would contribute greatly to the educational growth and well-being of the community it serves.

MAD.F.RAHMANI HARIPUR MAZRAHI, despite its limitations, plays a vital role in providing educational opportunities in a rural area of Bihar. Its continued operation and development are critical to the educational advancement of the local children and community development. Understanding the school’s strengths and weaknesses is essential for effective future planning and resource allocation to improve the quality of education offered.