MADARSA JAMIA RAFIKIA TEFIJUL KURAN

MADARSA JAMIA RAFIKIA TEFIJUL KURAN was established in 2009 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in BALIA KHEDI 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 1 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 Rafikia Tefijul Kuran: A Rural Primary School in Uttar Pradesh

Madarsa Jamia Rafikia Tefijul Kuran, a private primary school located in the rural area of BALIA KHEDI block in SAHARANPUR district, Uttar Pradesh, India, offers a valuable educational service to the community. Established in 2009, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and caters to students from Class 1 to Class 5. The school’s infrastructure includes a private building with five classrooms, all in good condition, ensuring a conducive learning environment for its students.

Instruction at Madarsa Jamia Rafikia Tefijul Kuran is conducted primarily in Hindi, reflecting the local language and facilitating better understanding for its students. The school boasts a dedicated head teacher, Tosief, and a total of three male teachers, all committed to providing quality education to the children under their care. The school is equipped with essential facilities such as electricity, hand pumps providing clean drinking water, and separate functional toilets for boys and girls. Further enhancing the learning experience, the school also features a library stocked with books and a playground for recreational activities. Accessibility is ensured with ramps for disabled children.

The school’s commitment to education extends beyond the basic infrastructure. It adheres to a structured academic calendar, with the academic session commencing in April. The presence of a library, however small, with one book, indicates a dedication to fostering a love of reading amongst students. The playground provides a space for physical activity and social interaction, recognizing the importance of holistic development. The school’s rural location emphasizes its dedication to serving the educational needs of the community where it is situated.

The school’s structure comprises a robust pucca boundary wall, offering safety and security. The availability of a separate room for the head teacher further underlines the school’s organization and administrative efficiency. The additional rooms beyond classrooms suggest a commitment to varied learning activities, although the specific purposes remain unspecified in the available data.

While the school doesn’t currently offer computer-aided learning or a midday meal program, its other features, including the presence of a playground and library, point towards a holistic approach to education. The lack of pre-primary sections, computer labs, and mid-day meal program presents opportunities for future development and potential expansion of services, improving the educational experience further.

The school’s management, Madarsa Recognized (by Wakf Board/Madarsa Board), provides a crucial context for understanding its operational structure and priorities. This indicates a possible link to religious education and community involvement. The decision to adopt Hindi as the medium of instruction shows sensitivity towards the local linguistic landscape and demonstrates the school’s focus on catering to the needs of its community.

Although the school doesn’t provide details regarding specific curriculum content, the fact it follows a structured academic calendar suggests a well-planned academic year. The building itself and the existing facilities such as functional toilets suggest a commitment to providing a safe and hygienic environment for learning.

Madarsa Jamia Rafikia Tefijul Kuran’s dedication to providing primary education in a rural setting showcases its important role in the community. The school’s management and infrastructure demonstrate a commitment to providing a foundational education for local children.

The availability of information such as the school’s establishment date, type of building, number of classrooms, and toilet facilities highlights transparency. This commitment to providing key details demonstrates a willingness to be accountable and highlights the school’s dedication to its students and the community it serves. Such transparency is crucial for building trust and ensuring continued support.

In conclusion, Madarsa Jamia Rafikia Tefijul Kuran plays a vital role in delivering primary education to the rural community of BALIA KHEDI, SAHARANPUR, Uttar Pradesh. The school’s existing infrastructure and facilities, coupled with its dedicated staff, demonstrate a commitment to providing quality education. The school’s unique management structure adds a layer of community engagement and reflects its cultural and religious context. The future potential for expansion and incorporation of additional resources, such as computer-aided learning and mid-day meals, could further enhance the educational experience provided.