MADARSA JAMIA DAVTUL QURAN DABKORA

MADARSA JAMIA DAVTUL QURAN DABKORA was established in 2006 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SADHOLI KADIM block of SAHARANPUR district of Uttar Pradesh. 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 Non-Ashram type (Govt.) 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 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 a 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 Not Provided providing mid-day meal.

Madarsa Jamia Davtul Quran Dabkora: A Comprehensive Overview

Madarsa Jamia Davtul Quran Dabkora, a private co-educational primary school, stands as a testament to educational commitment in the rural heartland of Uttar Pradesh, India. Established in 2006, this institution serves students from Class 1 to Class 5, offering a Hindi-medium education within the Sadholi Kadim block of Saharanpur district. Its commitment to education is evident in its well-maintained infrastructure and dedicated teaching staff.

The School’s Infrastructure: A Foundation for Learning

The school boasts a sturdy pucca building, comprising five well-maintained classrooms designed to foster a conducive learning environment. The provision of a functional boys’ and girls’ toilet each underscores its dedication to providing a safe and comfortable atmosphere for its students. Furthermore, the presence of a playground and library, albeit currently lacking books, speaks to the school’s future aspirations for enriching the students’ holistic development. The reliable hand pumps provide a consistent source of drinking water, addressing a crucial need within the rural context. Importantly, ramps are in place for easy accessibility for students with disabilities. The school is powered by electricity, ensuring a stable learning environment. The school’s private building with a pucca boundary wall further indicates the school’s commitment to security.

The Dedicated Teaching Staff: Shaping Young Minds

The school’s success hinges on its dedicated team of seven male teachers. Under the leadership of Head Teacher Amar Nath, these educators guide students through the primary curriculum, using Hindi as the primary language of instruction. The school’s management structure, characterized as Pvt. Unaided, signifies its commitment to delivering quality education independently. The school operates on an academic calendar that commences in April.

Curriculum and Educational Approach

Madarsa Jamia Davtul Quran Dabkora’s curriculum focuses on the primary levels (Classes 1-5), with the school adhering to an “Others” board for Class 10 and Class 10+2, indicating a potential focus on a localized curriculum. The school does not offer a pre-primary section or midday meals. The absence of computer-aided learning and computers highlights potential areas for future development and resource allocation.

Accessibility and Community Engagement

Located in a rural area, the school is readily accessible via all-weather roads. This ensures that students from neighboring villages can easily attend, underlining the school’s commitment to serving the wider community. The school’s accessibility is also reinforced by the provision of ramps, ensuring that children with disabilities are not excluded from the learning process.

Future Aspirations and Growth

While currently lacking a library collection and computer-aided learning facilities, the school’s existing infrastructure, dedicated staff, and evident commitment to inclusive education suggest a potential for significant future growth. The addition of books to the library and the integration of technology into the classroom could significantly enhance the learning experience for its students. Furthermore, the exploration of partnerships with educational organizations could facilitate access to additional resources and professional development opportunities for its teachers.

Conclusion: A Rural Beacon of Learning

Madarsa Jamia Davtul Quran Dabkora stands as a significant educational institution within its community, providing vital primary education in a rural setting. Its dedication to its students and its potential for further development make it a valuable asset to the region. With continued support and strategic investments, this school can continue to nurture young minds and contribute meaningfully to the community’s growth.

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