MADARASA FALAHE DARWAIN AWADH NAGAR BOISAR

MADARASA FALAHE DARWAIN AWADH NAGAR BOISAR was established in 2010 and it is managed by the Central Govt.. It is located in Rural area. It is located in PALGHAR block of PALGHAR district of Maharashtra. The school consists of Grades from 1 to 12. 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 2 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 Under Construction boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 200 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Madarasa Falahe Darwain Awadh Nagar Boisar: A Comprehensive Overview

Madarasa Falahe Darwain Awadh Nagar Boisar, a co-educational school located in the rural area of Palghar district, Maharashtra, India, offers a comprehensive education from Class 1 to Class 12. Established in 2010 under the management of the Central Government, this institution provides a valuable educational service to the community. Instruction is primarily conducted in Urdu, reflecting the linguistic needs of the student population.

The school’s infrastructure includes two well-maintained classrooms dedicated to teaching, along with additional rooms for non-teaching activities and a designated space for administrative staff. While the boundary wall is currently under construction, the school boasts essential amenities such as electricity, a functional playground, and a library housing 200 books – a vital resource for student learning. The provision of tap water ensures access to clean drinking water for students and staff. Furthermore, the school is equipped with three functional computers, although computer-aided learning is not yet implemented.

The school’s commitment to student well-being is evident in the provision of separate and functional boys’ and girls’ toilets, enhancing hygiene and safety. The presence of ramps for disabled students demonstrates the school’s dedication to inclusivity and accessibility. Importantly, the school prepares and provides mid-day meals on its premises, addressing the nutritional needs of its students.

The teaching staff comprises six teachers, five of whom are female, and one male teacher. The school follows the State Board curriculum for both Class 10 and Class 12 examinations. The school has previously been relocated, highlighting its commitment to providing optimal learning conditions. The school operates on an academic calendar starting in April.

The school’s private building stands as a testament to its dedication to providing quality education in a conducive learning environment. Its rural location underscores its role in serving a community that may have limited access to educational resources. The presence of a library, playground and functional facilities reflects a commitment to holistic student development.

The school’s use of Urdu as the medium of instruction reflects an understanding of the local linguistic context and caters to the students’ needs. The availability of toilets, clean drinking water and the school-provided meals contribute to a safe and healthy learning environment.

The school’s adherence to the State Board curriculum for higher secondary education ensures that students receive a nationally recognized qualification upon graduation, increasing their future opportunities.

The school’s commitment to inclusivity, demonstrated through the provision of ramps for disabled students, aligns with principles of equitable access to education for all.

In conclusion, Madarasa Falahe Darwain Awadh Nagar Boisar serves as a valuable educational institution in a rural area, providing quality education and fostering a supportive learning environment for its students. Its continued growth and development will undoubtedly contribute significantly to the educational advancement of the local community. The school’s dedication to providing a well-rounded education, alongside necessary infrastructure and support systems, sets a strong foundation for future success.