MADARSA KURANIYAKALIMUL ULUM

MADARSA KURANIYAKALIMUL ULUM was established in 1980 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in DUMKA block of DUMKA district of Jharkhand. 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 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well and it is functional. The school has 4 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 200 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 Kuraniyakalimul Ulum: A Rural Primary School in Jharkhand, India

Madarsa Kuraniyakalimul Ulum, a private co-educational school located in the rural Dumka district of Jharkhand, India, offers primary and upper-primary education from Class 1 to Class 8. Established in 1980, this Madarsa Unrecognized school plays a vital role in providing education to children in its community.

Instructional Medium and Teacher Composition

The school utilizes Urdu as its medium of instruction. It boasts a dedicated team of six male teachers, providing comprehensive education to its students. The absence of female teachers, however, indicates a potential area for future development and improvement.

Facilities and Resources at the School

The school campus features five classrooms in good condition, along with additional space for non-teaching activities and a dedicated room for the head teacher. While it does not possess a boundary wall or electricity, the school does have a functional well providing drinking water. Furthermore, the school’s library houses an impressive collection of 200 books, fostering a love for reading and learning among its students.

Infrastructure and Accessibility

The school’s infrastructure comprises four functional boys’ toilets and one functional girls’ toilet. However, the lack of a playground and ramps for disabled students represents areas where improvements could significantly enhance the school experience. Crucially, the school is accessible via an all-weather road, ensuring that students can attend school regardless of weather conditions.

Academic Structure and Examination Boards

The school follows a curriculum that culminates in examinations under “Others” boards for both Class 10 and Class 12. This suggests an alternative academic pathway, potentially tailored to the local community’s educational needs.

Technological Resources and Support

While the school currently lacks computers and a computer-aided learning lab, the presence of a library suggests a focus on traditional learning methods and resources. The absence of computer technology represents a possible limitation that could be addressed through future initiatives.

Additional Features and Details

The school’s academic session commences in April, aligning with the broader educational calendar. Notably, the school does not provide midday meals and is not a residential school.

Community Engagement and Future Prospects

Madarsa Kuraniyakalimul Ulum’s dedication to providing primary and upper-primary education in a rural setting underscores its vital role within the Dumka community. By further developing its infrastructure and expanding its resources, the school has the potential to significantly enhance the educational opportunities for students in the region.

Conclusion

Madarsa Kuraniyakalimul Ulum stands as a testament to the importance of accessible education in rural India. While some improvements to infrastructure and resources are needed, its dedication to providing quality education remains evident. The school’s future development holds the promise of even greater opportunities for the children it serves. Further investment in technology, infrastructure improvements, and additional teaching staff could greatly benefit the school and its students.