MADARSA GALIB BULDINI

MADARSA GALIB BULDINI was established in 1999 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in AMROHA CITY block of Jyotiba Phule Nagar (AMROHA) 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. 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 4 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 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 Provided providing mid-day meal.

MADARSA GALIB BULDINI: A Primary School in Amroha, Uttar Pradesh

MADARSA GALIB BULDINI is a primary school located in Amroha City, Jyotiba Phule Nagar district, Uttar Pradesh. Established in 1999, the school is recognized by the Wakf Board or Madarsa Board and operates within an urban setting. It caters to students from Class 1 to Class 5 and offers co-educational learning, welcoming both boys and girls.

The school’s primary language of instruction is Urdu, and it follows a traditional teaching approach. While the school doesn’t have a pre-primary section, it provides a safe and structured learning environment for young students. Its facilities include a private building with four classrooms, all in good condition, and additional rooms for non-teaching activities, including a separate space for the headmaster or teacher.

The school boasts a Pucca but broken boundary wall, offering some protection. However, it lacks an electricity connection. The source of drinking water is hand pumps, ensuring access to clean water for the students and staff. Notably, the school has dedicated separate toilets for both boys and girls, ensuring adequate sanitation facilities.

Despite its focus on basic education, the school faces several limitations. It does not have a playground for physical activities, nor a library with books to supplement learning. This means students rely solely on classroom learning, potentially hindering their overall development.

The school also lacks computers and computer-aided learning facilities. This absence might limit access to modern technology and restrict interactive learning experiences for the students. Additionally, MADARSA GALIB BULDINI doesn’t provide midday meals for its students, leaving them reliant on external sources for nourishment.

While the school strives to offer a basic education to the children of Amroha, it faces significant challenges. Limited resources and infrastructure, especially the lack of a library, playground, and technological facilities, create an environment where students may be deprived of enriching experiences that enhance their academic journey.

The school’s commitment to providing a foundation in education is commendable. However, the absence of crucial facilities and resources presents an opportunity for improvement. By addressing these shortcomings, MADARSA GALIB BULDINI can create a more conducive learning environment for its students and contribute to their overall development.

Investing in essential resources like books, computers, and a playground would create a more holistic learning experience, fostering not just academic excellence but also physical and mental well-being. The school’s potential lies in its ability to overcome these challenges and empower its students with the knowledge and skills they need to thrive in the future.