MADARSA MOFADIDUL ULOOM DARGAHIYA AMBA KALA

MADARSA MOFADIDUL ULOOM DARGAHIYA AMBA KALA was established in 1987 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in PIPRARHI block of SHEOHAR district of Bihar. 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 6 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 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 no playground. The school has no 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 Applicable providing mid-day meal.

Madarsa Mofadidul Uloom Dargahiya Amba Kala: A Detailed Overview

Madarsa Mofadidul Uloom Dargahiya Amba Kala, a private co-educational school located in the rural PIPRARHI block of SHEOHAR district, Bihar, India, offers primary and upper primary education from classes 1 to 8. Established in 1987, this institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and plays a vital role in the community’s educational landscape.

The school’s infrastructure comprises a private building with six classrooms, all in good condition. Two additional rooms cater to non-teaching activities, and a separate room serves as the head teacher’s office. The school provides basic sanitation facilities with one functional boys’ toilet and one functional girls’ toilet. The water source is hand pumps, ensuring access to clean drinking water for students.

Instruction is primarily conducted in Urdu, catering to the local linguistic needs. While the school does not have a pre-primary section, library, playground, or computer-aided learning facilities, it serves as a crucial educational hub for the surrounding community. The lack of a boundary wall, electricity, and computers highlights areas where improvements could enhance the learning environment.

The school’s 6 contract teachers play a pivotal role in delivering quality education to its students. The absence of a head teacher is a notable aspect that requires attention to ensure effective school administration and leadership. The school operates on an academic calendar starting in April, aligning with the regional academic norms.

The school’s location and accessibility are crucial factors. Being accessible by all-weather roads ensures students can attend school consistently, irrespective of weather conditions. Its rural setting emphasizes its role in providing educational opportunities to children in underserved areas.

Despite its limitations in resources, Madarsa Mofadidul Uloom Dargahiya Amba Kala remains a significant educational institution serving the community. Its existence reflects the dedication of its teachers and the importance of education in the region.

The school’s unique character as a Madarsa reflects the local cultural context and the integration of religious and secular education. This aspect contributes to its distinctive identity and its role in shaping the lives of its students.

The school’s reliance on contract teachers highlights the need for sustained support and investment in teacher development programs to ensure consistent quality of education. Furthermore, the absence of a head teacher emphasizes the importance of securing strong leadership to guide the school’s progress.

Efforts to improve infrastructure, such as constructing a boundary wall, securing an electricity connection, and introducing computer-aided learning facilities, would significantly enhance the educational experience for the students.

The school’s future development depends on collaborative efforts involving the local community, government agencies, and educational organizations. Investing in Madarsa Mofadidul Uloom Dargahiya Amba Kala would empower students and contribute to the overall educational advancement of the region.