MADARSA BAHROOL OLUM A. CHAKKA

MADARSA BAHROOL OLUM A. CHAKKA was established in 1961 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in BAHERI block of DARBHANGA district of Bihar. 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 Government 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 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 Bahrool Olum A. Chakka: A Rural Primary School in Bihar

Madarsa Bahrool Olum A. Chakka is a primary school located in the rural area of Baheri block, Darbhanga district, Bihar. Established in 1961, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and offers classes from 1 to 8. The school’s instruction medium is Urdu, reflecting the local linguistic context. Despite its rural setting, the school provides a basic level of educational facilities.

The school’s infrastructure includes a government-provided building with eight classrooms, all in good condition. A dedicated room is available for the head teacher, while additional space accommodates non-teaching activities. The school boasts a playground, a significant asset for student recreation and physical activity. However, the school currently lacks a library and computer-aided learning facilities, highlighting areas for potential improvement and expansion.

The school’s sanitation facilities consist of one functional boys’ toilet and one functional girls’ toilet. Drinking water is provided via hand pumps, ensuring access to this essential resource. The school is surrounded by a pucca boundary wall, providing security and a defined perimeter. Importantly, the school is accessible via an all-weather road, ensuring continuous access for students and staff regardless of weather conditions.

The school’s teaching staff consists of five male teachers, contributing to the delivery of quality education. The head teacher, MD Nesar Ahmad, leads the school’s academic and administrative functions. The school’s academic calendar commences in April, aligning with the broader educational system in the region. The school does not provide midday meals, an area that could potentially benefit from further support.

While the school lacks some modern amenities such as computers and a library, its presence is vital in providing primary education to the rural community. The focus on Urdu instruction ensures the curriculum is relevant and accessible to the local student population. The school’s dedication to providing education despite its resource limitations is commendable.

The availability of a playground speaks to the school’s commitment to the holistic development of its students. Physical activity is crucial for healthy growth and overall well-being, and the presence of a designated playground enhances the learning environment beyond academics.

The fact that the school has a pucca boundary wall indicates a commitment to safety and security. This physical barrier provides a secure learning environment, protecting students and staff. This investment in infrastructure is an important aspect of ensuring a conducive learning environment.

The provision of functional toilets, both for boys and girls, underscores the school’s commitment to hygiene and sanitation. This contributes to a healthier learning environment for all students. Access to clean and safe sanitation facilities is vital for the overall well-being and comfort of students.

The all-weather road access represents a significant advantage, guaranteeing consistent accessibility throughout the year, regardless of weather conditions. This is especially crucial in rural areas where inclement weather can severely impact transportation. This commitment to accessibility ensures that students can attend school regularly.

The school’s simple infrastructure, while lacking in some technological advancements, effectively serves the primary educational needs of the community. The absence of certain amenities points towards opportunities for potential development and growth, which could further enhance the educational experience. Madarsa Bahrool Olum A. Chakka is a testament to the dedication of educators and community members providing educational services in a rural setting.