MADARSA MISBAHUL ULOOM MIRJ.POL

MADARSA MISBAHUL ULOOM MIRJ.POL was established in 1995 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). 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 8. 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 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 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 Misbahul Uloom Mirj.Pol: A Rural Primary School in Uttar Pradesh

Madarsa Misbahul Uloom Mirj.Pol, a primary school located in the rural area of SADHOLI KADIM block, SAHARANPUR district, Uttar Pradesh, India, has served the community since its establishment in 1995. Managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), this co-educational institution offers a comprehensive primary and upper primary education, catering to students from Class 1 to Class 8.

The school’s infrastructure is well-maintained, featuring a private building with eight functional classrooms. A separate room is dedicated to the headmaster and teachers, ensuring a conducive learning environment. The school is equipped with essential amenities, including electricity, hand pumps providing potable drinking water, a playground, and a library, although the library currently lacks books. Toilets for both boys and girls are available, ensuring basic sanitation facilities. Importantly, the school also boasts a pucca boundary wall, providing safety and security. Ramps are in place to ensure accessibility for disabled children.

The school’s academic focus is evident in its robust teaching staff comprising seven male teachers and one female teacher. The head teacher, Mohd. Akhtar, leads a team dedicated to providing quality education. The instruction medium is Hindi, catering to the local language needs of the students. The school operates under a ‘Others’ board for class 10 and higher secondary education.

The school’s commitment to providing a supportive learning atmosphere is reflected in its various features. The availability of a playground facilitates physical activity and recreation. The presence of a library, while currently lacking in books, indicates a future plan to strengthen the educational resources available to students.

While the school doesn’t provide midday meals and lacks computer-aided learning facilities or computers, its fundamental infrastructure and dedicated staff create a solid foundation for primary education in the rural community. The school’s rural location underscores its significant role in providing educational opportunities to children in a region where access to quality education may be limited.

The school’s management is committed to ensuring a safe and accessible learning environment. The pucca boundary wall, functional toilets, and accessible ramps demonstrate a proactive approach to maintaining safety and inclusivity.

Madarsa Misbahul Uloom Mirj.Pol exemplifies a typical rural primary school in India, showcasing both its strengths and areas for potential growth. The dedicated teaching staff and basic infrastructure provide a foundation for learning, while the lack of certain amenities highlights opportunities for improvement and expansion.

The school’s establishment in 1995 signifies its long-standing contribution to the community’s educational needs. Its continued operation reflects its importance in bridging educational gaps in the rural landscape.

The use of Hindi as the medium of instruction demonstrates sensitivity to the local linguistic environment and caters to the educational needs of the community effectively.

With its focus on providing primary and upper primary education, the school plays a critical role in the educational development of young children in the SADHOLI KADIM area. Its continuous operation underscores its value and importance in the community.

The school’s commitment to accessibility, as shown by the presence of ramps for disabled students, is commendable and highlights its focus on inclusivity and equal opportunities for all children in the community.