MADARSA AYSHA LILBANAT

MADARSA AYSHA LILBANAT was established in 2006 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in CHAJLET block of MORADABAD district of Uttar Pradesh. 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 Private building. It has got 7 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 Hedges boundary wall. The school has 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 a library and has 1010 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 Aysha Lilbanat: A Rural Primary School in Moradabad, Uttar Pradesh

Madarsa Aysha Lilbanat, a private co-educational primary school, stands as a vital educational institution in the rural landscape of Moradabad district, Uttar Pradesh. Established in 2006, it operates under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), catering to students from Class 1 to Class 8. The school’s commitment to education is evident in its well-maintained infrastructure and dedicated teaching staff.

Infrastructure and Resources: The school boasts seven classrooms, ensuring ample space for learning. A functional boys’ and girls’ toilet facility enhances hygiene and comfort for students. The presence of a library, stocked with 1010 books, underlines the school’s emphasis on literacy and knowledge acquisition. A playground provides a crucial space for recreation and physical development, complementing the academic curriculum. The school’s location in a rural setting is also noteworthy, showcasing its dedication to serving the community. Hand pumps provide a reliable source of drinking water, while the presence of hedges offers a secure perimeter. The school benefits from an electricity connection, facilitating various educational activities.

Teaching Staff and Curriculum: A dedicated team of eight teachers, comprising six male and two female educators, delivers instruction in Urdu. The school’s head teacher, Nakiburehman, leads the faculty, ensuring the smooth operation of daily activities. The school’s curriculum focuses on primary and upper primary education (Classes 1-8), preparing students for their future academic endeavors. The absence of a pre-primary section and the school’s rural location offer a unique learning environment focused on providing quality education to children in the area.

Accessibility and Community Engagement: The school is easily accessible via an all-weather road, ensuring convenient access for students regardless of weather conditions. Its April start to the academic session aligns with the regional calendar. The school’s location in the Chajlet block of Moradabad underscores its deep-rooted connection to the local community, highlighting its role in fostering educational opportunities in the region.

Further Development Opportunities: While the school’s existing infrastructure and teaching staff are commendable, opportunities for further development remain. The integration of computer-aided learning, potentially through the acquisition of computers and the establishment of a dedicated computer lab, could significantly enhance the learning experience. Access to midday meals could further support students’ well-being and academic performance. The absence of ramps for disabled children suggests an area for improvement in terms of inclusivity.

Conclusion: Madarsa Aysha Lilbanat serves as a vital cornerstone of education in its rural community. Its dedicated teachers, well-maintained facilities, and commitment to providing quality education are commendable. Future development initiatives, focused on incorporating technology and enhancing inclusivity, will further strengthen the school’s position as a vital contributor to the educational landscape of Moradabad.

Keywords: Madarsa Aysha Lilbanat, Moradabad, Uttar Pradesh, primary school, rural education, co-educational, Urdu medium, library, playground, teachers, students, education, India.