MADARSA ABDUL QAYYUM UL-ULOOM

MADARSA ABDUL QAYYUM UL-ULOOM was established in 2007 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in BHAGATPUR TANDA block of MORADABAD 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 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 Partial 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 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 Provided providing mid-day meal.

Madarsa Abdul Qayyum Ul-Uloom: A Rural Primary School in Uttar Pradesh

Madarsa Abdul Qayyum Ul-Uloom, a private, co-educational primary school, stands as a vital educational institution serving the rural community of Bhagatpur Tanda, Moradabad district, Uttar Pradesh. Established in 2007, this Madarsa, recognized by the Wakf Board/Madarsa Board, provides primary education from Class 1 to Class 5, with instruction primarily conducted in Urdu. The school plays a crucial role in providing access to education for children in this underserved area.

The school’s infrastructure comprises five classrooms in good condition, along with additional rooms designated for non-teaching activities and a separate space for the head teacher. While the school boasts a playground, it currently lacks a library and computer-aided learning facilities. However, the presence of a functional hand pump ensures access to clean drinking water, and separate boys’ and girls’ toilets cater to the students’ needs. Importantly, ramps are available to ensure accessibility for children with disabilities.

A dedicated teaching staff, consisting of one male teacher and three female teachers, along with one head teacher, AJHAR ALI, ensures the students receive the necessary support and guidance. The school operates within a partially walled compound and currently lacks an electricity connection. The school building is privately owned and is not utilized as a shift school. The school’s operational session commences in April, adhering to a standard academic calendar.

The school’s location in a rural area highlights the importance of its role in bridging the educational gap in the region. The lack of electricity and a computer lab may pose some challenges, but the availability of a functional water supply and toilets contributes significantly to a conducive learning environment. The presence of ramps demonstrates a commitment to inclusivity, ensuring all students have equal access to education.

The absence of a library and limited technological resources underscores the need for further development and resource allocation to enhance the learning experience for the students. However, the school’s dedicated teaching staff and commitment to education provide a robust foundation for the students’ academic journey.

The school’s management, overseen by the Madarsa Board/Wakf Board, demonstrates the collaboration between different organizations in providing educational access in rural communities. This partnership likely plays a vital role in ensuring the school’s continued operation and growth.

The co-educational nature of the school promotes equality and fosters a diverse learning environment. The fact that the school is not residential allows students to maintain their connection to their families and communities. This aspect contributes significantly to a sense of belonging and comfort for the pupils.

The school’s commitment to providing quality education within a rural setting is commendable. It showcases the importance of educational institutions in underserved regions and the dedication of individuals and organizations working to expand educational opportunities.

Madarsa Abdul Qayyum Ul-Uloom serves as a testament to the dedication and hard work of both the teachers and administrators. Their commitment to providing a quality education in a challenging setting deserves recognition and continued support to help the school overcome its current resource limitations.

Continued investment in infrastructure, resources, and technology would further elevate the learning experience at Madarsa Abdul Qayyum Ul-Uloom, ensuring its students receive the best possible education and are well-equipped for future success. The community’s collective efforts in nurturing this vital educational center demonstrate the profound impact of collaborative initiatives in advancing educational access.