MADARSA RIJWANIYA ISLAMIYA SURJAPUR

MADARSA RIJWANIYA ISLAMIYA SURJAPUR was established in 1985 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in BAISA block of PURNIA 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 Government 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 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 Provided and Prepared in School Premises providing mid-day meal.

Madarsa Rijwaniya Islamia Surjapur: A Comprehensive Profile

Madarsa Rijwaniya Islamia Surjapur, a government-recognized school, stands as a beacon of education in the rural landscape of Bihar, India. Established in 1985, this co-educational institution serves students from Class 1 to Class 8, offering a primary and upper primary education. The school’s management falls under the purview of the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting its commitment to providing quality education within a specific community framework.

Instruction at Madarsa Rijwaniya Islamia Surjapur is conducted primarily in Urdu, fostering linguistic proficiency and cultural understanding among its students. A dedicated team of six male teachers delivers the curriculum, ensuring that the learning experience remains focused and engaging. The school’s infrastructure is well-maintained, with eight classrooms in excellent condition. Additional rooms support non-teaching activities, and a designated space serves as the Headmaster’s office.

The school’s physical plant includes a sturdy pucca boundary wall, ensuring the safety and security of its students. Reliable electricity ensures consistent access to resources and the smooth functioning of daily activities. A functioning hand pump provides a convenient and consistent source of clean drinking water for students and staff alike.

Hygiene and sanitation are priorities at Madarsa Rijwaniya Islamia Surjapur. The school boasts one functional boys’ toilet and one functional girls’ toilet, emphasizing the importance of proper sanitation facilities. The presence of a playground underscores the importance of physical activity and recreational opportunities for the holistic development of its students. While the school currently lacks a library, its commitment to education extends to the provision of midday meals, prepared and served on the school premises.

Accessibility is a key concern, with ramps for disabled children ensuring inclusive access to all areas of the school. The school’s location is easily accessible by road, regardless of weather conditions. The school’s academic session begins in April, following a standard academic calendar. The school’s rural setting presents unique opportunities for hands-on learning and immersion in community life.

The absence of computers and computer-aided learning programs presents an area for potential improvement and future development. The school’s focus remains on providing a strong foundation in fundamental subjects using traditional methods. The Madarsa Rijwaniya Islamia Surjapur’s dedication to providing quality education within its resource constraints speaks volumes about its commitment to the community it serves. Further investment in technology and resources could greatly enhance the learning experience for its students.

In conclusion, Madarsa Rijwaniya Islamia Surjapur, despite its limitations, represents a vital educational resource for the rural community. Its dedicated teachers, functional facilities, and commitment to providing midday meals contribute to a supportive learning environment. As it continues to evolve, the school’s potential to further empower its students through enhanced resources remains significant. Its continued success depends on ongoing support and collaboration to bridge the gap between its current state and its future potential. This includes the potential addition of a library and integration of technology to enhance the educational experience further.