MADARSA ANISUL ARABIA

MADARSA ANISUL ARABIA was established in 2004 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in AMROHA CITY block of Jyotiba Phule Nagar (AMROHA) 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 Non-Ashram type (Govt.) 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 Pucca But Broken 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 Not Provided providing mid-day meal.

MADARSA ANISUL ARABIA: A Look at an Urdu-Medium Primary School in Uttar Pradesh

MADARSA ANISUL ARABIA, established in 2004, is a primary school located in the urban area of AMROHA CITY block in Jyotiba Phule Nagar (AMROHA) district of Uttar Pradesh. This co-educational school, managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), provides primary education for students from Class 1 to Class 5, with Urdu as the medium of instruction.

The school boasts a private building with two classrooms, all in good condition. These classrooms are used for instructional purposes, while two additional rooms are dedicated to non-teaching activities. The school also has a separate room for the headmaster or teacher.

Despite its urban location, the school lacks electricity. The school’s drinking water source is a functional hand pump, and it has separate boys’ and girls’ toilets, both functional. However, the school does not have a playground or a library.

The school’s academic structure caters to primary education, with instruction delivered in Urdu. The school provides a safe learning environment with a pucca but broken boundary wall, but it does not have computers or a computer-aided learning lab. Additionally, the school does not offer a mid-day meal program.

The school’s academic content focuses on providing quality primary education, with two female teachers guiding students. The school does not have pre-primary sections or pre-primary teachers. It also does not have any male teachers or contract teachers.

While the school offers a basic level of infrastructure, the lack of amenities like a library, computer lab, and playground underscores the need for further development and resource allocation. The lack of electricity and the use of a hand pump for drinking water also highlight the need for improved infrastructure and basic facilities.

Despite these challenges, MADARSA ANISUL ARABIA plays a vital role in providing primary education to children in the area. The school’s focus on Urdu as the medium of instruction makes it a crucial resource for the local community.

The school’s unique characteristics, including its focus on Urdu education and its lack of modern amenities, provide a unique perspective on the educational landscape of Uttar Pradesh. This information can be valuable to researchers, policymakers, and anyone interested in understanding the challenges and opportunities of education in rural and urban areas of India.