MADARSA EKRA FALAY AAM P.S.

MADARSA EKRA FALAY AAM P.S. was established in 2000 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in SAFIPUR block of UNNAO 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. Hindi 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 Dilapidated building. It has got 3 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 a 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 Ekara Falay Aam P.S.: A Rural Primary School in Uttar Pradesh

Madarsa Ekara Falay Aam P.S., established in 2000, is a primary school located in the rural area of Safipur block, Unnao district, Uttar Pradesh. Managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), this co-educational institution serves students from Class 1 to Class 5. The school’s infrastructure, while functional, presents some challenges.

The school building itself is described as dilapidated, yet it manages to house three classrooms in good condition. These classrooms, along with additional rooms for non-teaching activities and a dedicated space for the head teacher, facilitate the educational process. A sturdy pucca boundary wall surrounds the school grounds, providing a sense of security. However, the absence of electricity presents a significant obstacle to modern educational practices.

Despite the lack of electricity and a computer-aided learning lab, the school offers a vital educational service to the community. The instruction medium is Hindi, delivered by a dedicated team of four teachers – two male and two female. The school’s head teacher, Zubair Khan, leads the faculty.

The school’s resources include a functional playground, offering recreational space for the students. A library is also present, although it currently lacks books. Clean drinking water is accessible through hand pumps, and the presence of ramps ensures accessibility for disabled children. The school’s toilets, one each for boys and girls, are functional.

The absence of a pre-primary section and the lack of midday meals are notable features. The school doesn’t operate as a residential facility and has not been relocated to a new building. Interestingly, despite being classified under “Others” for higher secondary boards, its focus remains firmly on primary education. The accessibility of the school is facilitated by an all-weather road, ensuring regular student attendance throughout the year.

The school’s academic year commences in April, following the standard academic calendar. The school’s commitment to education is evident despite its resource limitations.

The Madarsa Ekara Falay Aam P.S. showcases the dedication of educators in providing primary education to rural communities. While challenges remain, the school’s commitment to providing a fundamental education highlights the importance of educational access in underserved areas. The school’s unique characteristics, including its management by the Madarsa Recognized (by Wakf Board/Madarsa Board) and its reliance on hand pumps for water, contribute to its distinctive identity within the educational landscape of Uttar Pradesh.

The school’s future hinges on securing additional resources and infrastructure improvements. Addressing the lack of electricity and expanding the library’s collection could significantly enhance the quality of education. Nonetheless, the school’s current functionality and commitment to its students are noteworthy achievements. The unwavering dedication of its staff, despite limited resources, underscores the importance of providing education in remote areas.

The school represents a vital community asset. Its existence demonstrates the continuous effort to bridge the education gap in rural Uttar Pradesh. The school stands as a testament to the community’s collective commitment to education. Continued support and investment are crucial to ensuring its sustainability and further development.