MADRASA TAZVIZUL QURWAN PAHARKATTA

MADRASA TAZVIZUL QURWAN PAHARKATTA was established in 1978 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in POTHIA 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. 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 Government building. It has got 4 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 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 Tazvizul Qurwan Paharkatta: A Comprehensive Profile

Madrasa Tazvizul Qurwan Paharkatta, a government-run primary and upper-primary school (classes 1-8), stands as a vital educational institution in the rural landscape of Pothia block, Kishanganj district, Bihar. Established in 1978, it operates under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), serving as a cornerstone of education within its community.

The school’s infrastructure comprises four classrooms housed within a government building, ensuring a suitable learning environment. The building is enclosed by a sturdy pucca boundary wall. While lacking electricity, the school provides access to clean drinking water through functional hand pumps, a crucial aspect of hygiene and health for students. Sanitary facilities include one boys’ toilet and one girls’ toilet, essential for maintaining a healthy school environment.

Accessibility is ensured by its all-weather road access, facilitating convenient commuting for students and staff alike. The school’s academic year commences in April, aligning with the regional educational calendar.

Instruction at Madrasa Tazvizul Qurwan Paharkatta is conducted in Urdu, catering to the linguistic needs of its student population. The school employs four male teachers dedicated to providing quality education. Despite being a co-educational institution, the school currently does not offer a pre-primary section.

The school’s commitment to student well-being extends to providing mid-day meals, prepared and served on the school premises. This initiative ensures students receive proper nutrition, supporting their overall academic performance and health. The school’s rural setting further emphasizes its role in providing educational opportunities in underserved areas.

Although lacking a library, playground, and computer-aided learning facilities, the school remains committed to providing basic educational services. The absence of these amenities highlights the ongoing need for resource allocation and infrastructural development within the school and similar institutions across the region.

The school’s physical design caters to accessibility, with ramps already in place for disabled students. This shows a clear commitment to inclusivity and ensuring that all students have equal access to education.

The school’s operational details further reveal that it is not a residential school, and there are no contract teachers. This underscores the school’s structure and reliance on its core teaching staff.

The absence of computers and a computer-aided learning lab underscores the challenges faced by many rural schools in accessing advanced technological resources. This necessitates further investment in educational technology to enhance the learning experience.

In conclusion, Madrasa Tazvizul Qurwan Paharkatta, despite facing resource constraints, plays a crucial role in providing basic education to children in a rural setting. Future improvements focusing on enhanced infrastructure, technological advancements, and library facilities will further strengthen its educational impact and broaden its capacity to serve the community.