MADARSA A A S I A ISHLAM SORAHA

MADARSA A A S I A ISHLAM SORAHA was established in 2002 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in SANTHA block of SANT KABIR NAGAR district of Uttar Pradesh. The school consists of Grades from 1 to 5. 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 8 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a 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 Not Applicable providing mid-day meal.

Madarsa A A S I A IshlAm Soraha: A Detailed Profile of a Rural Primary School

Madarsa A A S I A IshlAm Soraha, a primary school located in the rural heartland of Uttar Pradesh, India, offers a glimpse into the educational landscape of a developing community. Established in 2002, this co-educational institution operates under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting its unique organizational structure within the Indian education system. The school’s rural setting significantly influences its infrastructure and resources.

The school’s physical infrastructure comprises a private building, equipped with eight classrooms in good condition, catering to students from Class 1 to Class 5. The presence of a playground provides a vital space for recreational activities, contributing to the holistic development of the students. The school also boasts functional boys’ and girls’ toilets, ensuring basic sanitation facilities for its pupils. A dependable source of drinking water, provided by hand pumps, further enhances the school’s overall functionality. The sturdy pucca boundary wall provides a secure environment for learning.

Instruction at Madarsa A A S I A IshlAm Soraha is delivered primarily in Urdu, reflecting the linguistic preferences of the local community. The school is staffed by a single male teacher, underscoring the need for increased teaching resources to meet the educational needs of the students. The head teacher, Saddam Husain, plays a pivotal role in the school’s administration and academic guidance.

Despite the absence of computers and a computer-aided learning lab, the school provides a basic primary education. The lack of electricity presents a significant challenge, limiting access to technology and potentially impacting the learning experience. Similarly, the absence of a library restricts access to supplementary reading materials. However, the school’s focus on providing a foundational primary education remains its core objective.

The school’s operational framework is defined by its status as a non-residential institution, adhering to standard academic calendars with the session commencing in April. Its location within the Santha block of Sant Kabir Nagar district facilitates access to local resources and community support. The absence of pre-primary sections indicates a specific focus on primary education within the existing structure.

The school’s management and operations are aligned with the policies and regulations of the Madarsa Recognized (by Wakf Board/Madarsa Board). This affiliation shapes the school’s pedagogical approach and administrative practices. The school’s commitment to providing primary education in a rural setting highlights the need for consistent investment in educational infrastructure and teacher training in underserved areas.

Madarsa A A S I A IshlAm Soraha’s lack of certain amenities underscores the challenges faced by many rural schools in India. The absence of electricity, computers, and a library represent significant obstacles to enhancing the learning environment. Nevertheless, the school’s commitment to providing basic education, supported by its functional infrastructure, showcases its resilience and dedication to serving its community.

The school’s profile illuminates the complexities of delivering quality education in rural settings. While challenges persist in terms of resources and infrastructure, the school’s existence serves as a testament to the ongoing efforts to provide educational opportunities in under-resourced areas. Future development plans could focus on securing electricity, establishing a library, and recruiting additional teaching staff to enhance the overall quality of education provided. Further investment in resources and infrastructure is crucial for the school’s long-term sustainability and success.