MADARSHA SIRAJUL ULOOM SABIRA MAHMOODPUR

MADARSHA SIRAJUL ULOOM SABIRA MAHMOODPUR was established in 2002 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in ROORKEE block of HARDWAR district of Uttarakhand. The school consists of Grades from 1 to 5. 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. 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 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 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 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 Applicable providing mid-day meal.

Madarsha Sirajul Uloom Sabira Mahmoodpur: A Rural Primary School in Uttarakhand

Madarsha Sirajul Uloom Sabira Mahmoodpur is a primary school located in the rural area of Roorkee block, Haridwar district, Uttarakhand, India. Established in 2002, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and caters to students from Class 1 to Class 5. The school’s instruction medium is Hindi, reflecting the local linguistic landscape.

The school’s infrastructure includes a private building with five well-maintained classrooms, providing adequate space for learning activities. Additional rooms are available for non-teaching purposes, and a dedicated space is set aside for the head teacher. The school also boasts a playground and a library containing 200 books, fostering both physical activity and a love for reading amongst the students.

A key aspect of the school’s facilities is the provision of basic amenities. The school has a functional pucca boundary wall, ensuring security and a defined learning environment. Reliable electricity ensures efficient operations, while hand pumps provide a source of drinking water for the students and staff. Separate and functional boys’ and girls’ toilets also contribute to maintaining a hygienic and safe environment.

The school’s teaching staff comprises four teachers: three male and one female. The head teacher, Hina, leads the team, dedicated to providing quality education to the students. The school prides itself on being accessible throughout the year via all-weather roads, ensuring uninterrupted access for students and staff alike. The academic session begins in April, aligning with the regional academic calendar.

While the school does not offer pre-primary education or computer-aided learning, it provides a foundational primary education. The absence of computers and pre-primary facilities might be seen as areas for potential future development, and the absence of a midday meal program underscores a need for further support in providing comprehensive student care.

The school’s location in a rural setting presents both challenges and opportunities. While accessibility might be a concern in certain weather conditions, the rural setting can provide a unique learning environment, fostering a close-knit community between the school and its surrounding village. The absence of ramps for disabled children, however, highlights a need for future improvements in accessibility for students with special needs.

The school’s commitment to education is evident in its establishment and continued operation. The dedication of the teachers and the availability of basic facilities illustrate the school’s efforts to provide a quality education to the children in its community.

In conclusion, Madarsha Sirajul Uloom Sabira Mahmoodpur stands as a testament to the importance of primary education in rural India. While further development is possible, the existing infrastructure and dedicated staff demonstrate a significant contribution to the educational landscape of the Roorkee block, Haridwar district. The school’s focus on providing a fundamental education to young learners is a crucial step towards building a brighter future for its students.

Further improvements in areas such as computer-aided learning, accessibility for disabled students, and the potential inclusion of a midday meal program could significantly enhance the educational experience and contribute to the holistic development of the students. The school’s commitment to providing quality education despite its limitations is commendable, and it serves as an example of the efforts being made to provide educational opportunities in rural areas of India.