MADARSA HASHMIA PARSAHI

MADARSA HASHMIA PARSAHI was established in 1986 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in KISHANPUR block of SUPAUL 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 Hedges 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 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has a library and has 167 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 Provided and Prepared in School Premises providing mid-day meal.

Madarsa Hashimia Parsahi: A Rural Primary School in Bihar

Madarsa Hashimia Parsahi is a government-run primary school located in the rural Kishanpur block of Supaul district, Bihar. Established in 1986, this co-educational institution offers classes from 1 to 8, playing a vital role in the local community’s educational landscape. The school’s management falls under the purview of the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting its unique administrative structure.

Instruction at Madarsa Hashimia Parsahi is primarily conducted in Urdu, catering to the linguistic needs of the student population. The school boasts a total of four teachers – three male and one female – dedicated to providing quality education to its students. Despite its commitment to education, the school lacks access to electricity and a playground, highlighting areas that could benefit from future development.

The school’s infrastructure comprises a government-built facility with eight classrooms, all in good condition, ensuring adequate space for learning. A library stocked with 167 books provides students with access to supplementary reading materials, fostering a love for literature and learning beyond the classroom. The school’s water supply relies on functional hand pumps, ensuring access to clean drinking water for students and staff.

The school’s physical boundary consists of hedges, creating a natural and aesthetically pleasing perimeter. The absence of ramps indicates a need for accessibility improvements for students with disabilities. The school premises also provides and prepares mid-day meals, ensuring that students’ nutritional needs are met. The lack of computers and a computer-aided learning lab presents an opportunity for technological upgrades, which could significantly enhance the learning experience.

Madarsa Hashimia Parsahi’s commitment to education is evident in its dedicated teachers and comprehensive curriculum. The school, however, faces challenges related to infrastructure limitations and a lack of certain amenities. Addressing these shortcomings would undoubtedly enhance the overall learning environment and improve the educational outcomes for students.

The school’s rural location presents both opportunities and challenges. While it serves a vital role in providing education to a geographically dispersed population, the rural setting may limit access to certain resources. Efforts to improve connectivity and access to technology would bridge the gap between the school and more urbanized educational settings.

Madarsa Hashimia Parsahi’s unique character as a Madarsa-recognized institution offers a valuable perspective on the diverse educational landscape of Bihar. This institutional model deserves further exploration and understanding to better appreciate its role within the broader educational system.

The school’s relatively small size allows for a more personalized approach to education, enabling teachers to provide individualized attention to students. This intimacy fosters a stronger teacher-student bond and contributes to a supportive learning environment.

Further development and investment in Madarsa Hashimia Parsahi would not only improve the school’s facilities but also enhance the educational opportunities for students in the surrounding rural community. Such investments could significantly improve the quality of education provided and contribute to the overall socio-economic development of the region.

The story of Madarsa Hashimia Parsahi highlights the dedication of teachers and the importance of access to education, even in resource-constrained environments. It is a testament to the resilience of the community and its commitment to providing educational opportunities for its children. The school’s ongoing challenges serve as a reminder of the critical need for continued investment in rural education to ensure equitable access to quality learning for all.