MADRASA RASHIDULULOOM KHRUKADMA

MADRASA RASHIDULULOOM KHRUKADMA was established in 1978 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in SHIKARIPARA block of DUMKA district of Jharkhand. 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 Private 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 7 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 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 a playground. The school has a library and has 210 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 having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Madrassa Rashidululoom Khrukadma: A Detailed Profile of a Rural Jharkhand School

Madrassa Rashidululoom Khrukadma, a primary and upper primary school (classes 1-8), stands in the rural heart of Shikaripara block, Dumka district, Jharkhand. Established in 1978 under Pvt. Aided management, this co-educational institution offers a unique blend of traditional and modern learning approaches. Instruction is primarily conducted in Urdu, reflecting the local linguistic landscape. The school’s commitment to education is evident in its various facilities and resources.

The school building, though described as dilapidated, houses seven classrooms, all reportedly in good condition, ensuring sufficient space for the students. Complementing the classrooms are additional rooms for non-teaching activities and a dedicated space for the school’s administrative staff. A pucca boundary wall encloses the school premises, providing a sense of security and defining its boundaries. While lacking electricity, the school ensures access to clean drinking water through functional hand pumps, reflecting a dedication to student well-being. Basic sanitation is addressed by the presence of functional boys’ and girls’ toilets.

Further enhancing the learning environment is the presence of a library stocked with 210 books, offering students access to supplementary reading materials. A playground provides a valuable space for recreational activities and physical development, contributing to a holistic educational experience. The school’s commitment to inclusive education is apparent in the provision of a computer-aided learning lab. However, the absence of computers for individual use within the lab is a notable point.

Despite its challenges, Madrassa Rashidululoom Khrukadma provides mid-day meals, prepared and served on the school premises. This ensures that students receive proper nourishment, supporting their concentration and overall health during the school day. The school operates as a residential institution, accommodating students in private facilities. The school’s residential nature underlines its commitment to students’ wellbeing beyond the academic sphere.

The school’s academic structure is comprehensive, encompassing classes from 1 to 8. It operates under the State Board for class 10 and follows a different board for higher secondary education (10+2). The school’s staff comprises three male teachers, dedicated to imparting knowledge and skills to the students.

The school’s location in a rural area highlights the importance of its role in providing educational opportunities to a community that may have limited access to other educational resources. The presence of the Madrassa demonstrates a commitment to providing quality education in a region that often faces significant infrastructural and resource constraints.

While the building’s condition is a concern, the school’s dedication to providing essential learning resources, meals, and a safe environment are significant strengths. The active library, playground, and the provision of mid-day meals, all suggest a commitment to the holistic development of its students.

The school’s management, though facing infrastructural and resource limitations, is clearly focused on maintaining a conducive learning atmosphere. The absence of certain amenities, such as electricity and a more advanced computer facility, points to areas needing improvement. However, the provision of basic necessities like clean water and sanitation, alongside the available teaching staff, displays a determined effort to provide quality education.

In conclusion, Madrassa Rashidululoom Khrukadma represents a vital educational institution within its community, providing essential educational services to its students. While facing certain infrastructural limitations, its dedication to its students and provision of core resources highlights its essential contribution to the region’s educational landscape. Continued support and investment in resources and infrastructure would further enhance the school’s capabilities, ensuring its continued success in nurturing young minds.