MADARSA ISLA.ARAB.JHABREDA

MADARSA ISLA.ARAB.JHABREDA was established in 1974 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in NARSAN block of HARDWAR district of Uttarakhand. 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 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 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 Tap Water and it is functional. The school has 3 boys toilet and it is functional. and 3 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 3 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 Isla. Arab. Jhabreda: A Comprehensive Profile of a Rural Primary School in Uttarakhand

Madarsa Isla. Arab. Jhabreda, a private primary school located in the rural Narsan block of Haridwar district, Uttarakhand, offers a glimpse into the educational landscape of this region. Established in 1974 and managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), the school caters to students from Class 1 to Class 5. Its co-educational environment fosters learning for both boys and girls.

The school’s infrastructure is noteworthy. Housed in a private building with five classrooms in good condition, it ensures a conducive learning environment. The presence of electricity and tap water facilities further enhances the educational experience. While lacking a playground and library, the school boasts three computers, facilitating computer-aided learning. Separate boys’ and girls’ toilets contribute to a hygienic environment. The school’s pucca boundary wall ensures the safety and security of the students. Importantly, the school premises provide and prepare mid-day meals, addressing the nutritional needs of its students.

The teaching staff comprises a dedicated team of eleven teachers, including ten male teachers and one female teacher, led by Head Teacher Farman Ali. The instruction medium is Hindi, aligning with the local language and cultural context. The school’s academic focus is limited to primary education (Classes 1-5), aligning with its established role within the community.

The school’s location in a rural area underscores its significance in providing educational opportunities to children in a less-accessible region. The school is conveniently accessible via an all-weather road, reducing barriers to education for many. The academic session commences in April, following the standard academic calendar.

The school’s management structure, under the Madarsa Recognized (by Wakf Board/Madarsa Board), highlights the distinct character of this institution. This signifies a specific educational approach and philosophy that integrates religious instruction with general academics.

Despite lacking certain amenities, such as a playground and library, Madarsa Isla. Arab. Jhabreda successfully provides basic primary education. The availability of computers and the focus on computer-aided learning demonstrate a forward-thinking approach to education. The dedicated teaching staff and functional facilities contribute to making this institution a valuable asset for the local community.

The school’s commitment to providing a mid-day meal underscores its holistic approach, addressing not only academic needs but also the students’ nutritional well-being. The school’s location and management structure reflect its place within the broader socio-cultural context of the region.

The information provided reveals a functioning educational institution committed to delivering primary education in a rural setting. While lacking some amenities common in larger schools, Madarsa Isla. Arab. Jhabreda compensates through focused teaching, a committed staff, and essential infrastructure.

The school’s establishment in 1974 highlights its longevity and enduring contribution to the community. Its continued operation underscores the community’s need for and appreciation of this educational resource. The success of this institution relies on community support and the dedication of its teachers and administrators.

Further investigation into the school’s curriculum and teaching methodologies would provide a deeper understanding of the educational experience offered. The school’s unique structure as a Madarsa Recognized school suggests a specific pedagogical approach deserving further exploration.