MADARSA ISLAMIA RAHIMIA QUADIRIYA HIDAYAT-UL-ISLAM

MADARSA ISLAMIA RAHIMIA QUADIRIYA HIDAYAT-UL-ISLAM was established in 1971 and it is managed by the Unrecognised. It is located in Rural area. It is located in BILASPUR block of YAMUNANAGAR district of HARYANA. The school consists of Grades from 1 to 8. The school is Co-educational and it have an attached pre-primary section. The school is Not Applicable 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 15 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 Well and it is functional. The school has 3 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 350 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 Applicable providing mid-day meal.

Madarsa Islamia Rahimia Qadriya Hidayat-ul-Islam: A Comprehensive Overview

Madarsa Islamia Rahimia Qadriya Hidayat-ul-Islam, a co-educational primary and upper primary school (classes 1-8), stands as a vital educational institution serving the rural community of Bilaspur block in Yamunanagar district, Haryana, India. Established in 1971, this privately managed school, categorized as “Unrecognised,” provides crucial learning opportunities for students in the region.

Instructional Medium and Faculty

The school utilizes Urdu as its primary language of instruction. A dedicated team of eleven teachers, including ten male teachers and one female teacher, provide education to the students. Further enhancing the learning environment, two teachers are specifically assigned to the pre-primary section, which the school proudly offers. The school’s head teacher, Mahandi Hasan, leads the dedicated faculty.

Infrastructure and Resources

Housed in a private building with fifteen well-maintained classrooms, the school provides ample space for learning. It also features a functional library containing 350 books, a playground for recreational activities, and a well providing clean drinking water. The school’s robust infrastructure includes a pucca boundary wall and a reliable electricity connection. Separate and functional toilet facilities for boys (three) and girls (two) are available, ensuring a hygienic and safe environment for all students. Importantly, the school provides ramps for disabled children, promoting inclusivity and accessibility. Furthermore, a computer aids in teaching and learning.

Academic Focus and School Features

The school’s academic curriculum covers classes 1 through 8, with a pre-primary section available for younger students. While the school does not offer classes beyond the 8th grade, it plays a critical role in providing foundational education to students in the community. The school’s approach to education is evident in its commitment to providing a well-rounded learning experience.

Community Impact and Accessibility

Located in a rural area, the school is easily accessible throughout the year via all-weather roads. Its location makes it a vital educational resource for the surrounding community, helping to bridge the gap in access to quality education. The school’s commitment to the community is highlighted by its comprehensive facilities and dedicated staff.

Technological Resources and Future Prospects

While the school currently doesn’t have a computer-aided learning lab, the presence of one computer demonstrates a commitment to incorporating technology into education. This suggests a forward-thinking approach that could be expanded upon in the future. The institution’s dedication to providing educational opportunities is a testament to its role in the community.

Overall, Madarsa Islamia Rahimia Qadriya Hidayat-ul-Islam serves as an important educational pillar within its community. Its dedication to providing a quality education, despite its classification as “Unrecognised,” is noteworthy. The school’s commitment to providing an inclusive learning environment, along with its resourceful use of available facilities and resources, points to a strong future. The continued success of this institution in providing educational opportunities to students is of utmost importance.

Concluding Remarks

Madarsa Islamia Rahimia Qadriya Hidayat-ul-Islam, with its blend of traditional teaching methods and a commitment to inclusivity, represents a significant contributor to the educational landscape of its region. Its ongoing operation ensures that students from the rural community have access to essential education. The institution’s dedication to providing a safe, supportive, and stimulating learning environment serves as an example for other schools in similar contexts.