MADRASA ARBIA S. ULOM AKMA

MADRASA ARBIA S. ULOM AKMA was established in 1971 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in LAKSHMIPUR block of MAHARAJGANJ district of Uttar Pradesh. 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 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 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 No Boundary Wall 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 4 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Madarsa Arbia S. Ulom Akma: A Rural Primary School in Maharajganj, Uttar Pradesh

Madarsa Arbia S. Ulom Akma, a primary school located in the rural area of Lakshmipur block, Maharajganj district, Uttar Pradesh, stands as a testament to the dedication to education in underserved communities. Established in 1971, this co-educational institution offers primary education from classes 1 to 5, playing a vital role in shaping the young minds of the region. Its management falls under the category of “Madarsa Unrecognized,” highlighting its unique position within the educational landscape.

The school’s infrastructure, while modest, serves its purpose effectively. Housed in a private building, it boasts five classrooms, all in good condition, ensuring a conducive learning environment for its students. The presence of a separate room for the head teacher further underlines the school’s commitment to providing adequate resources for its staff.

Despite lacking a boundary wall, the school enjoys the benefits of electricity and readily accessible drinking water provided by hand pumps. Sanitation facilities are available with one functional boys’ toilet and one functional girls’ toilet. A playground and library, although the latter currently lacks books, cater to the recreational and academic enrichment needs of the students. Importantly, ramps for disabled children are present, ensuring inclusivity.

The school utilizes Hindi as its medium of instruction, catering to the linguistic needs of the local population. With a total of six male teachers and a single head teacher, Mahmoob Alam, the school maintains a strong teacher-student ratio, allowing for personalized attention and effective learning. Four functional computers are available for teaching and learning purposes, although a dedicated computer-aided learning lab is absent.

Interestingly, the school utilizes the “Others” board for class 10th and 10+2 examinations. This highlights its unique curriculum and potential adaptation to the local educational context. The lack of a pre-primary section and the non-provision of midday meals further define the school’s current operational model. The school’s accessibility via an all-weather road demonstrates its commitment to providing uninterrupted education throughout the year. Its academic session begins in April, aligning with the regional academic calendar.

The school’s location at Latitude 26.88978860 and Longitude 83.36157480, with a pincode of 276734, provides convenient geographic identification for prospective students and visitors. The school’s rural setting emphasizes its important role in bringing quality education to remote communities.

In conclusion, Madarsa Arbia S. Ulom Akma, despite its limited resources, stands as a beacon of hope in the rural landscape of Maharajganj. Its dedicated teachers and commitment to providing a basic education underscore its importance to the local community.

The absence of certain amenities, such as a boundary wall and a stocked library, presents opportunities for improvement and further development. However, the school’s functional infrastructure, dedicated teaching staff, and focus on providing primary education highlight its success in fulfilling its essential educational mission. The school’s unique characteristics and its commitment to serving the local community serve as an example of the diverse and vital educational institutions across India. Its story highlights the ongoing need for continued support and development to improve the education provided in rural areas.