MADRASA ASHRAFIA QUTBUL ULOOM, JADEPUR, BIDEPUR

MADRASA ASHRAFIA QUTBUL ULOOM, JADEPUR, BIDEPUR 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 KADWA block of KATIHAR 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 Dilapidated building. It has got 10 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 Provided providing mid-day meal.

Madrassa Ashrafia Qutbul Uloom: A Rural Primary School in Bihar, India

Madrassa Ashrafia Qutbul Uloom, situated in the rural area of Jadepur, Bidepur, within the Katihar district of Bihar, India, is a primary school offering education from Class 1 to Class 8. Established in 1987, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and operates under the instruction medium of Urdu.

The school’s infrastructure presents a picture of its humble beginnings and ongoing needs. The building itself is described as dilapidated, though it manages to accommodate ten classrooms, all reportedly in good condition. While lacking a boundary wall and electricity, the school provides access to hand pumps for drinking water, a crucial amenity in a rural setting. Sanitary facilities consist of one functional boys’ toilet and one functional girls’ toilet.

Despite its resource limitations, the school employs six male teachers who deliver the curriculum. The absence of a pre-primary section, library, playground, and computer-aided learning facilities highlights the challenges faced by the institution. Furthermore, the lack of a computer lab and the non-provision of midday meals underscore its need for additional resources and support.

The school’s location, accessible by all-weather roads, and its April academic start date reflect its integration within the local community and adherence to the regional educational calendar. The absence of a head teacher’s specified office is noteworthy, implying a shared use of existing space or a more informal leadership structure.

The absence of female teachers is a point deserving of attention, possibly indicating a need for focused recruitment efforts to ensure gender balance within the teaching staff. The fact that the school is not residential, and is not utilizing its building as a shift-school, offers valuable insight into its operational model.

While the school lacks advanced technological resources like computers, the dedicated male teachers continue to provide essential primary and upper primary education to the community. The absence of specific details regarding the school’s head teacher requires further clarification.

The school’s management, under the Madarsa Recognized (by Wakf Board/Madarsa Board), suggests a connection to a religious or community-based organizational structure, potentially impacting the school’s funding and operational strategies. The need for improvements in infrastructure, resources, and potentially the inclusion of female teachers are apparent priorities for enhancing the school’s overall provision of quality education.

The school’s basic facilities, though limited, serve the essential purpose of providing education to the local children. The community’s commitment to providing education is highlighted by the existence of the school, even with its resource constraints.

Madrassa Ashrafia Qutbul Uloom’s continued operation speaks to the importance of education in the community, highlighting the dedication of both the teaching staff and local leadership in maintaining its function despite its limited resources. Support and investment in its infrastructure, resources, and teacher training would undoubtedly bolster the educational opportunities available to the students.