MADARSA B.D. MODERN NISWA

MADARSA B.D. MODERN NISWA was established in 2010 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in HALIA block of MIRZAPUR district of Uttar Pradesh. The school consists of Grades from 1 to 5. The school is Girls 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None 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 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 Applicable providing mid-day meal.

MADARSA B.D. MODERN NISWA: A Girls’ Primary School in Uttar Pradesh

MADARSA B.D. MODERN NISWA, a girls’ primary school located in the Halia block of the Mirzapur district in Uttar Pradesh, stands as a beacon of education for young girls in the rural area. Established in 2010, the school is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and caters to students from Classes 1 to 5.

The school’s focus on providing quality education is evident in its infrastructure. It boasts five classrooms, ensuring ample space for learning. These classrooms are maintained in good condition, creating a conducive environment for students. The school also has two rooms dedicated to non-teaching activities, highlighting the importance of holistic development.

While the school does not have a boundary wall, it does offer separate toilets for boys and girls, ensuring proper sanitation facilities. The school’s lack of electricity is a significant challenge, but it compensates by providing access to drinking water, albeit from a source that requires attention.

MADARSA B.D. MODERN NISWA employs a dedicated team of teachers, comprising four male teachers and one female teacher. These dedicated individuals guide students in their academic pursuits, ensuring they receive a comprehensive education. Urdu serves as the primary medium of instruction, making learning accessible to students from diverse backgrounds.

The school emphasizes a well-rounded approach to education. While it does not have a playground or a library, the school prioritizes creating a conducive learning environment for girls. This includes providing access to drinking water and ensuring the safety and well-being of the students through functional toilet facilities.

The school’s commitment to quality education is further solidified by its use of private building facilities and the dedication of its teachers. The school’s location in a rural area makes it a valuable asset to the local community, empowering young girls with the knowledge and skills they need to succeed.

While the school faces challenges such as the lack of a library, playground, and electricity, its focus on providing a safe, supportive learning environment for girls is commendable. The dedication of the teachers and the school’s commitment to providing a quality education make MADARSA B.D. MODERN NISWA a vital institution in the rural community.

This school serves as a testament to the importance of providing quality education to girls, particularly in underserved communities. MADARSA B.D. MODERN NISWA’s dedication to empowering young girls through education is commendable, and its commitment to providing a conducive learning environment sets a positive example for other schools in the region.