MADRASA JAMIA RAHMANIYA ISLAMIA

MADRASA JAMIA RAHMANIYA ISLAMIA was established in 2010 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 Dilapidated building. It has got 2 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 Tap Water 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 Jamia Rahmaniya Islamia: A Rural Primary School in Uttarakhand

Madrasa Jamia Rahmaniya Islamia is a primary school located in the rural area of Roorkee block, Haridwar district, Uttarakhand. Established in 2010, 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. While lacking certain amenities, it provides essential services for the community it serves.

The school’s infrastructure presents a mixed picture. The building itself is described as dilapidated, a condition that highlights the need for infrastructural improvements. Despite this, the school boasts two functional classrooms, ensuring that students have dedicated spaces for learning. A noteworthy aspect is the provision of mid-day meals, prepared and provided on the school premises, contributing to students’ nutritional well-being.

Sanitation facilities include one functional boys’ toilet and one functional girls’ toilet, addressing a basic hygiene need. However, the absence of a playground and library limits the scope of extracurricular activities and access to supplementary learning resources. The school’s lack of electricity also poses a challenge, potentially impacting teaching and learning.

The school’s teaching staff comprises a single female teacher, emphasizing the need for increased teaching capacity. The absence of computer-aided learning and computers further underscores the limitations in resources and technology available. The school’s water supply is provided through tap water, a reliable source for drinking water.

The school’s location in a rural area presents unique challenges, as infrastructure development and access to resources may be limited. The school’s management operates under the framework of a Madarsa Recognized (by Wakf Board/Madarsa Board), indicating the blend of traditional and formal education approaches.

While the school’s infrastructure requires significant improvement, the dedication of the single female teacher in providing education to the children stands out. The provision of mid-day meals is crucial to the well-being of the students and showcases the school’s commitment to ensuring their basic needs are met.

The absence of certain facilities, including a library, playground, computers, and electricity, highlights the need for increased investment and support to enhance the learning environment. These limitations should not, however, overshadow the essential role the school plays in providing primary education in this rural community.

Further investment and support are crucial for the improvement of the school’s infrastructure and resources. Adding facilities such as a playground and a library would enrich the students’ learning experience, while electricity would significantly enhance the learning environment. The addition of more teachers would alleviate the workload and improve the quality of education.

Madrasa Jamia Rahmaniya Islamia’s commitment to providing education in a rural setting is commendable. The school’s dedication to education amidst infrastructural challenges underscores the need for community involvement and government support to enhance its facilities and resources.

The school serves as a valuable educational resource for the community, and continued efforts to improve its infrastructure and provide additional resources will contribute to improved learning outcomes and a brighter future for the students. Collaboration between the school’s management, local authorities, and community members is vital in addressing the challenges and ensuring that this important institution flourishes.