MADARSA IRSHADUL ULOOM, ANDER QUILA, TEKARI

MADARSA IRSHADUL ULOOM, ANDER QUILA, TEKARI was established in 1923 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in TIKARI block of GAYA district of Bihar. The school consists of Grades from 1 to 10. 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. 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 Government 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 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 no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 5 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Madarsa Irshadul Uloom: A Look at a Bihar School

Madarsa Irshadul Uloom, nestled in Ander Quila, Tekari, Bihar, stands as a testament to enduring education. Established in 1923, this government-run institution serves students from class 1 to 10, offering primary, upper primary, and secondary education. Its management rests with the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting its unique identity within the educational landscape of Bihar.

Located in an urban area within the Tikari block of Gaya district, the school provides crucial educational services to the community. Its co-educational structure ensures equal opportunity for both boys and girls, fostering a diverse and inclusive learning environment. The school operates within a government building, boasting four well-maintained classrooms dedicated to instruction. These classrooms provide a suitable space for learning, conducive to academic progress.

The school’s curriculum utilizes Hindi as the primary medium of instruction, making education accessible to a wide range of students. The school’s commitment to providing a quality education is further underscored by its computer-aided learning program, equipped with five functional computers. This technology integration enhances the learning experience, offering students exposure to modern educational tools.

The school’s infrastructure includes a pucca but broken boundary wall, ensuring a measure of security while requiring future maintenance. Electricity is readily available, providing power for lighting and other essential needs, guaranteeing a conducive learning environment. The school also has hand pumps providing a reliable source of drinking water, ensuring the students’ well-being throughout the day.

While the school lacks a playground and library, its focus remains firmly on delivering a strong academic foundation. The absence of these amenities highlights potential areas for future development and improvement, offering opportunities for enhancing the overall school experience. The school’s academic excellence is further demonstrated by its affiliation with the State Board for class 10 and “Others” for higher secondary education.

The school’s commitment extends beyond the classroom; it actively participates in providing mid-day meals, ensuring that students have access to nutritious food and alleviating concerns about hunger and its impact on learning. This vital provision of meals underscores the school’s holistic approach to education.

The school’s faculty consists of six male teachers, dedicated to providing quality instruction and nurturing the academic growth of the students under their care. The school’s teaching staff plays a crucial role in shaping the future of its students, guiding them towards academic success.

Madarsa Irshadul Uloom’s contributions extend far beyond its immediate surroundings. Its enduring legacy, spanning nearly a century, showcases its resilience and commitment to providing education in a region where access to quality learning can be a significant challenge.

The school’s reliance on Hindi as the medium of instruction reflects a deep understanding of its local context and a commitment to accessibility for all students. This culturally sensitive approach ensures that the school remains relevant and responsive to the needs of its community.

In conclusion, Madarsa Irshadul Uloom in Tekari, Bihar represents a significant educational institution, serving its community with dedication and unwavering commitment. While there are opportunities for growth and improvement, its history, teaching staff, and commitment to providing essential services such as mid-day meals underscore its importance in providing quality education within the region.