MADRASA ISLAMIA NOUMANIA DAKITA KASHI BARI

MADRASA ISLAMIA NOUMANIA DAKITA KASHI BARI was established in 1961 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. 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 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 But Broken 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 Provided and Prepared in School Premises providing mid-day meal.

Madrasa Islamia Noumania Dakita Kashi Bari: A Comprehensive Overview

Madrasa Islamia Noumania Dakita Kashi Bari, a government-run co-educational primary school, stands as a cornerstone of education in the rural landscape of Kochadhaman block, Kishanganj district, Bihar. Established in 1961 under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), this institution serves students from Class 1 to Class 8, offering a crucial educational foundation to the community.

The school’s infrastructure includes a pucca but broken building, equipped with eight classrooms dedicated to instruction. While lacking electricity and a playground, the school provides essential amenities, including hand pumps for drinking water, one functional boys’ toilet, and one functional girls’ toilet. The absence of a library and computer-aided learning facilities highlights areas where future development could significantly enhance the learning experience.

The teaching staff comprises six male teachers, led by Head Teacher MD Hasiburrahman. Hindi serves as the primary medium of instruction. Meals are provided and prepared on the school premises, ensuring students receive nourishment alongside their education. The school’s rural location necessitates all-weather road accessibility, which is fortunately available.

The academic year commences in April, following the standard academic calendar. The school’s status as a primary institution with upper primary classes (1-8) means it lays the groundwork for students’ continued education. The school’s management adheres to the Others board for class 10th and 10+2 examinations, reflecting the broader educational landscape of the region.

The school’s commitment to education is evident in its structure, despite certain infrastructural limitations. The availability of functional toilets and a safe water source underscores a dedication to providing a healthy and supportive learning environment. However, the absence of computers, a library, and a playground highlights areas for potential improvement and future expansion.

Despite these limitations, the school’s consistent operation for over six decades speaks to its significance within the community. The dedicated teaching staff plays a vital role in providing education to the children of this rural area. The school’s commitment to providing mid-day meals is a crucial step in ensuring student attendance and well-being.

The school’s management structure, under the Madarsa Recognized (by Wakf Board/Madarsa Board), reflects its unique position within the local educational context. This highlights the diverse range of educational institutions found in the region and their role in community development.

Madrasa Islamia Noumania Dakita Kashi Bari represents a vital part of the educational fabric of its region. While there is room for growth and improvement in terms of resources and facilities, its commitment to providing basic education, its dedicated teachers, and its consistent operation over decades stand as a testament to its importance within the community.

The school’s location in a rural area underscores the need for continued support and development to ensure it can provide optimal learning opportunities for its students. Access to modern technologies, like computers and internet connectivity, would significantly enhance the learning experience, bridging the gap with more resource-rich urban schools.

Future development plans could include securing funding for infrastructural upgrades, such as building a library, improving the playground, and establishing a computer lab. This would contribute not only to improving the educational quality but also to fostering a more stimulating and engaging learning environment for the students.