MADARSA DARUL-UL-ULOOM SAKLENIA

MADARSA DARUL-UL-ULOOM SAKLENIA 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 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 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 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 Darul-Ul-Uloom Saklenia: A Rural Primary School in Uttar Pradesh

Madarsa Darul-Ul-Uloom Saklenia, a primary school located in the rural area of Chajlet block, Moradabad district, Uttar Pradesh, India, offers a valuable educational service to the community. Established in 2006, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and serves students from Class 1 to Class 5.

The school’s infrastructure comprises a private building with five classrooms, all in good condition, ensuring a conducive learning environment for its students. Complementing the classrooms are two additional rooms dedicated to non-teaching activities, and a separate room for the headmaster/teacher. While the school boasts a playground for recreational activities, it currently lacks a library and computer-aided learning facilities. The school’s boundary wall, though pucca, requires repair. However, the school does have access to functional hand pumps providing drinking water. Separate functional boys’ and girls’ toilets are also available on the premises.

Instruction at Madarsa Darul-Ul-Uloom Saklenia is conducted in Urdu. The school employs a total of ten teachers—six male and four female—working collaboratively to provide quality education. The school’s administration is headed by KAPIL KUMAR.

Despite the absence of a computer lab, electricity connection, and mid-day meals, the school strives to offer a basic education to the children in the area. The absence of these amenities highlights the need for further support and development to enhance the school’s educational resources and overall functionality.

The school’s location in a rural area and its reliance on hand pumps for drinking water underscores the challenges faced by many schools in similar settings. However, the dedication of its ten teachers signifies a strong commitment to education amidst resource limitations. The school’s management actively seeks to improve facilities and expand educational opportunities.

The lack of a pre-primary section, along with the absence of computers and a library, presents areas for future development. These improvements could significantly enhance the educational experience for the students, providing them with access to a broader range of learning resources. The school’s focus on basic primary education lays a foundation for future learning, and continued support could empower these students with greater opportunities.

The presence of a playground and functional toilets points to some existing infrastructure that meets the basic needs of the students. However, improvements to the pucca but broken boundary wall and the addition of essential resources like electricity and a library are important for creating a more secure and enriching learning environment.

Furthermore, the school’s status as a “Madarsa Recognized (by Wakf Board/Madarsa Board)” reflects a specific educational approach and community context, offering a unique perspective on education in the region. Understanding this context is key to understanding the school’s mission and challenges.

The school’s information, while lacking geographic coordinates (latitude and longitude), provides a clear picture of a functional, yet resource-limited, primary school in rural Uttar Pradesh. This profile emphasizes the importance of supporting such institutions to ensure access to quality education for all children, regardless of their location or background.

Finally, the Madarsa Darul-Ul-Uloom Saklenia serves as a case study of the many challenges and successes found in providing education in rural communities. Addressing the identified needs for infrastructure upgrades and additional resources would greatly benefit the students and strengthen the school’s ability to provide a high-quality education.