MADRASA MAKDUM ULUM MIRDAD

MADRASA MAKDUM ULUM MIRDAD was established in 1977 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in BIHARSHARIF block of NALANDA district of Bihar. The school consists of Grades from 1 to 8. The school is Girls 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 Rented 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 Tap Water and it is functional. The school has 1 boys toilet and it is functional. and 0 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.

Madrasa Makdum Ulum Mirdad: A Comprehensive Profile of a Bihar Girls’ School

Madrasa Makdum Ulum Mirdad, a girls’ school located in the urban area of Bihar Sharif, Nalanda district, Bihar, stands as a testament to educational dedication. Established in 1977, this institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and caters to students from Class 1 to Class 8. The school’s operational details paint a clear picture of its strengths and areas for potential improvement.

The school’s infrastructure includes a rented building, housing eight classrooms in good condition. While lacking certain amenities, the presence of a dedicated headmaster’s room highlights the school’s commitment to administrative efficiency. The school’s robust teaching staff comprises ten teachers, including two male and eight female educators. This significant female teacher presence reflects the school’s focus on providing quality education to girls. The school’s academic structure follows the State Board curriculum for Class 10.

Instruction is delivered primarily in Urdu, which caters to the local linguistic context and ensures effective communication with students. The school’s location ensures accessibility via an all-weather road, facilitating convenient access for students. The academic session commences in April, aligning with the standard academic calendar.

The school’s facilities are functional, providing a safe learning environment. Tap water serves as the primary source of drinking water, ensuring access to clean and safe hydration. A single, functional boys’ toilet is available. The absence of a girls’ toilet necessitates immediate attention and resource allocation to improve the school’s sanitation facilities for female students.

Several areas require attention to enhance the overall learning experience. The absence of electricity significantly restricts the use of modern teaching aids and learning resources. The lack of a library and computer-aided learning further emphasizes the need for infrastructural improvements. The presence of a pucca but broken boundary wall presents a safety concern, requiring immediate repair and reinforcement. A playground, too, is absent, highlighting the need for a dedicated recreational area to promote physical activity and holistic development.

The school’s management could leverage resources and partnerships to acquire computers and establish a computer lab. This would not only enhance the teaching-learning process but would also help bridge the digital divide and equip students with essential 21st-century skills. Similarly, securing funding and resources for the development of a library stocked with books will significantly broaden the learning horizons of the students.

The provision of mid-day meals remains absent, posing a potential nutritional challenge for students. The absence of a pre-primary section also limits the school’s capacity to serve younger children within the community.

Addressing these infrastructural shortcomings and resource gaps will significantly enhance the school’s overall quality and impact. Efforts toward securing electricity, constructing a girls’ toilet, building a library, developing a playground, and providing mid-day meals are crucial. These improvements will ensure that Madrasa Makdum Ulum Mirdad can better serve its students and the community.

Collaborations with NGOs, governmental agencies, and philanthropic organizations are essential to raise funds and implement these necessary improvements. The school’s dedicated staff, coupled with community support, can transform Madrasa Makdum Ulum Mirdad into an even more effective centre of learning and development for girls in the region. By addressing the identified challenges, the school can create a more conducive environment for fostering holistic growth and academic excellence among its students. This concerted effort will ultimately contribute towards empowering young girls and improving educational outcomes in the community.