MADARSA FEJUL-ISLAM

MADARSA FEJUL-ISLAM was established in 1997 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in BALIA KHEDI block of SAHARANPUR 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 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 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 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Madarsa Fejul-Islam: A Rural Primary School in Saharanpur, Uttar Pradesh

Madarsa Fejul-Islam, a primary school located in the rural area of Saharanpur district, Uttar Pradesh, stands as a testament to the commitment to education in underserved communities. Established in 1997, this co-educational institution provides quality primary education to students from Class 1 to Class 5. The school’s management falls under the purview of the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting its unique character and commitment to Islamic values alongside a standard primary curriculum.

The school’s infrastructure comprises a private building equipped with five classrooms in good condition, ensuring a conducive learning environment for its students. Beyond the classrooms, additional spaces cater to non-teaching activities, and a dedicated room serves as an office for the head teacher. The school boasts a pucca boundary wall, providing security and defining the school’s physical space. A reliable electricity connection is a key feature, ensuring uninterrupted learning, even in the evenings.

Accessibility is a hallmark of Madarsa Fejul-Islam. The school is conveniently located and reachable via an all-weather road, ensuring consistent attendance irrespective of weather conditions. The school’s commitment to inclusivity is evident in the provision of ramps for disabled children, making education accessible to all.

The school’s learning resources include a library, although it currently lacks books. A playground provides a space for recreation and physical activity, essential for holistic child development. The school also has one computer available for teaching and learning, demonstrating a forward-thinking approach to education. However, there is no computer-aided learning lab. Drinking water is readily available through functional hand pumps.

The teaching staff comprises three male teachers, dedicated to imparting knowledge and nurturing young minds. Hindi serves as the primary medium of instruction, aligning with the local linguistic context. The school operates on an academic calendar that begins in April, aligning with the broader educational schedule.

The school’s facilities also include functional boys’ and girls’ toilets, contributing to a hygienic and safe environment for students. The absence of a pre-primary section and midday meals does not detract from the institution’s value in providing crucial primary education. The head teacher, Mr. NOSHAD, leads the dedicated teaching staff.

Madarsa Fejul-Islam stands as a vital educational hub in its rural location. Despite any limitations, its dedication to providing quality primary education, coupled with its inclusive approach and accessible location, makes it a valuable asset to the community. The school’s existence highlights the ongoing efforts to provide quality education, even in remote areas.

The school’s commitment to education continues to resonate within the community. Its contribution to the education landscape underscores the power of community engagement and dedication in ensuring that students, regardless of background, have access to a strong foundational education. The future growth and development of Madarsa Fejul-Islam represent an important component of the continued progress of its local community.

The institution serves as a reminder that while resources may be limited, the commitment to education and the dedication of teachers can make a profound difference in the lives of young people. Madarsa Fejul-Islam is a shining example of this commitment.