MADARSA ISLAMIA SHAMSHIYA TAIBUL ULUM JIYAGACHHI

MADARSA ISLAMIA SHAMSHIYA TAIBUL ULUM JIYAGACHHI was established in 1979 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in BAISI block of PURNIA 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 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 a 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 Provided and Prepared in School Premises providing mid-day meal.

Madarsa Islamia Shamshiya Taibul Ulum Jiyagachhi: A Comprehensive Overview

Madarsa Islamia Shamshiya Taibul Ulum Jiyagachhi, a co-educational primary and upper primary school (classes 1-8), stands as a testament to educational commitment in rural Bihar. Established in 1979 under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), the school serves the community of Jiyagachhi, located in the Baisi block of Purnea district. Instruction is primarily conducted in Urdu, reflecting the linguistic landscape of the region.

The school’s infrastructure, while modest, provides a functional learning environment. The government-provided building houses eight classrooms, each maintained in good condition. The presence of a library, though currently without books, points to a future aspiration for enhanced learning resources. Essential facilities include hand pumps providing drinking water and separate functional boys’ and girls’ toilets. Ramps for disabled access are a notable feature, ensuring inclusivity within the school’s design. The school also functions as a residential institution.

Despite the absence of electricity and a playground, the school boasts a dedicated staff. Six male teachers diligently work to provide quality education, guided by a single head teacher, MD Motiur Rahaman. The school’s commitment to providing mid-day meals on-site underscores its dedication to the holistic well-being of its students.

The school’s location in a rural area necessitates adaptability and resourcefulness. While it lacks computer-aided learning and computers altogether, the school’s focus remains on fundamental education. The presence of a pucca but broken boundary wall indicates a need for infrastructural improvements.

The school’s academic structure follows a standard curriculum, culminating in the “Others” board for class 10 and 10+2, suggesting a potential pathway for further education beyond the school’s current scope.

The lack of a pre-primary section and the absence of female teachers present areas for potential development and growth. However, the existing infrastructure and the dedicated teaching staff lay a solid foundation for educational progress.

The school’s commitment to residential education highlights its efforts to address the educational needs of students from diverse backgrounds. This aspect makes the school a vital part of the community fabric.

Madarsa Islamia Shamshiya Taibul Ulum Jiyagachhi serves as a beacon of education in a rural setting. Despite challenges, the school’s dedication to imparting quality education and providing essential amenities makes it an invaluable asset to the local community. Future developments, particularly in acquiring library resources, improving infrastructure, and increasing teacher diversity, could significantly enhance its capacity to serve the students.

The school’s history reflects the dedication of educators to providing educational opportunities in a region where access to quality schooling can be limited. Its presence underscores the importance of continued support for rural educational initiatives.

The school stands as a valuable community resource, nurturing young minds and empowering the future generation. Through further development and community involvement, it has the potential to become an even more significant center of learning in the region.