MADARSA SEHATUL MUSLEMIN GARGAON SONTHA

MADARSA SEHATUL MUSLEMIN GARGAON SONTHA was established in 2013 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in KOCHADHAMAN block of KISHANGANJ 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 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 Hedges 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 0 boys toilet and it is functional. and 0 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 Not Applicable providing mid-day meal.

Madarsa Sehatul Muslemin Gargaon Sontha: A Comprehensive Profile

Madarsa Sehatul Muslemin Gargaon Sontha, a co-educational primary and upper-primary school (grades 1-8), stands as a vital educational institution in the rural heartland of Bihar, India. Established in 2013, this private madarsa operates under the recognition of the Wakf Board/Madarsa Board, reflecting its unique character and commitment to Islamic education.

The school’s infrastructure comprises a private building, equipped with eight well-maintained classrooms dedicated to instruction, and additional rooms for non-teaching activities, including a separate space for the head teacher. A playground provides recreational opportunities for the students, fostering physical activity and social interaction. The school’s perimeter is secured by hedges, and importantly, it benefits from a reliable electricity supply. Clean drinking water is readily available via hand pumps, ensuring the health and well-being of the student population.

Instruction at Madarsa Sehatul Muslemin is imparted primarily in Urdu, catering to the linguistic needs of the community. The school’s dedicated faculty consists of six male teachers, who collectively guide the students through their academic journey. The head teacher, Shahroz Akhter, provides leadership and oversight to the school’s operations. There are a total of six teachers, ensuring a manageable student-teacher ratio conducive to effective learning.

The school’s location within the Kochadhaman block of Kishanganj district is accessible via an all-weather road, ensuring uninterrupted access for both students and staff. The academic year commences in April, aligning with the regional educational calendar.

While the school lacks a library and computer-aided learning facilities, it prioritizes foundational education, providing a solid base for students’ future academic pursuits. The absence of pre-primary sections and computer labs highlights potential areas for future development and expansion.

The school’s commitment to providing quality education is evident in its well-maintained classrooms and reliable infrastructure. The presence of a playground showcases the importance placed on extracurricular activities and holistic development.

Madarsa Sehatul Muslemin Gargaon Sontha’s rural location underscores its significance in providing educational opportunities to students in underserved areas. Its commitment to providing basic education in Urdu makes it a cornerstone of the community.

The school’s unique status as a madarsa recognized by the Wakf Board/Madarsa Board adds to its cultural and religious significance within the local context. This adds a layer of community engagement and collaboration.

The school’s operational details – including its establishment year, management structure, and teaching staff – highlight its well-defined administrative framework. The emphasis on Urdu as the medium of instruction reflects a sensitivity to local linguistic preferences.

In conclusion, Madarsa Sehatul Muslemin Gargaon Sontha serves a crucial role in providing primary and upper-primary education in a rural setting. While opportunities for expansion exist, the school’s current infrastructure and dedicated teaching staff lay a strong foundation for future growth and success.