MADARSA ISLAMYA FAIZUL GORBA SEANCAON HAT

MADARSA ISLAMYA FAIZUL GORBA SEANCAON HAT was established in 1959 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in KOCHADHAMAN block of KISHANGANJ district of Bihar. The school consists of Grades from 1 to 12. 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 12 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 Hand Pumps and it is functional. The school has 2 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 1500 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 Provided and Prepared in School Premises providing mid-day meal.

Madarsa Islamia Faizul Gorba Seancaon Hat: A Comprehensive Profile

Madarsa Islamia Faizul Gorba Seancaon Hat, established in 1959, stands as a testament to the commitment to education in rural Bihar. Located in the Kochadhaman block of Kishanganj district, this co-educational institution caters to students from Class 1 to Class 12, offering a comprehensive curriculum under the Others board for both Class 10 and Class 12. The school’s management rests with the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting its unique character and commitment to Islamic values alongside a broader academic framework.

Instruction is imparted primarily in Hindi, creating a familiar and accessible learning environment for students. The school’s infrastructure comprises a government-owned building, boasting 12 well-maintained classrooms. Beyond the academic spaces, two additional rooms are available for diverse non-teaching activities. A dedicated room for the headmaster/teacher further enhances the administrative structure.

Ensuring a safe and conducive learning atmosphere, the school features a sturdy pucca boundary wall and reliable electricity. Access to clean drinking water is facilitated by functional hand pumps, reflecting a practical approach to essential amenities. The presence of separate boys’ and girls’ toilets emphasizes the school’s commitment to hygiene and gender sensitivity.

Further enriching the learning environment, the school features a playground and a well-stocked library containing 1500 books. These resources supplement classroom instruction and foster a holistic approach to education. The school’s commitment to inclusivity, however, is somewhat limited due to the absence of ramps for disabled children.

Despite the lack of ramps, the school embraces technological advancements with the availability of one computer for teaching and learning purposes. However, a computer-aided learning lab is absent, indicating a potential area for future development and enhancement of the learning experience.

The school’s operational model encompasses the provision of midday meals, prepared and served on the premises. This ensures that students receive nourishment, allowing them to focus fully on their studies. This underlines the holistic nature of education provided, prioritizing the students’ well-being alongside academics.

The school’s 13 male teachers are dedicated to providing quality education, upholding high standards of teaching and mentoring. Their commitment plays a crucial role in shaping the future of the students. The school’s rural setting presents both opportunities and challenges, impacting its outreach and access to resources.

Madarsa Islamia Faizul Gorba Seancaon Hat serves as a vital educational hub within its community, offering a comprehensive education that caters to the diverse needs of its students. This institution’s efforts highlight the crucial role of education in rural development and community empowerment. Continuous development and resource enhancement can further strengthen its capabilities and impact.

The school’s long history, since its inception in 1959, demonstrates its enduring commitment to serving the community. Its continued success hinges on sustained support, resource allocation, and collaboration with stakeholders to ensure that students receive a well-rounded education that empowers them to thrive.