MADRSA F. MUSLEMIN IZARHATTA

MADRSA F. MUSLEMIN IZARHATTA was established in 1971 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in TARDIH block of DARBHANGA district of Bihar. The school consists of Grades from 1 to 12. 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 6 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 No Boundary Wall 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 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.

Madrsa F. Muslemin Izarhatta: A Comprehensive Profile of a Rural Bihar School

Madrsa F. Muslemin Izarhatta, a co-educational school located in the rural Tardih block of Darbhanga district, Bihar, stands as a testament to educational access in a remote area. Established in 1971 under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), this institution plays a vital role in the community.

The school’s infrastructure comprises a government-provided building, housing six classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the school’s administrative staff. Despite lacking a boundary wall and electricity, the school provides essential amenities including hand pumps for drinking water, separate functional boys’ and girls’ toilets, and a playground for recreational activities. The absence of a library is noted, reflecting a potential area for future development and enhancement of learning resources.

The school’s academic program is comprehensive, offering classes from 1 to 12, catering to students across a wide age range and educational levels. Instruction is conducted in Urdu, ensuring accessibility for the local community. The curriculum follows the Others board for both class 10th and 10+2, indicating a unique educational approach tailored to the region’s specific needs and educational standards.

The teaching staff consists of five educators, with two male and three female teachers dedicated to providing quality education. The school’s commitment to student well-being is highlighted by its provision of midday meals prepared on the premises. The school’s rural setting and accessibility via all-weather roads ensure ease of access for students, regardless of weather conditions. The academic year commences in April, aligning with the broader regional academic calendar.

While the school currently lacks computer-aided learning facilities and ramps for disabled access, its strengths lie in its strong foundation and commitment to providing basic educational necessities. The absence of these features points towards opportunities for future development and improvement of the school’s infrastructure and learning environment.

The school’s location in a rural setting emphasizes its significant role in bridging the educational gap and providing opportunities for children in underserved areas. Its long-standing presence in the community highlights its significance in shaping the future generations of the region. The consistent provision of a midday meal underscores the school’s dedication to holistic student support, including addressing nutritional needs alongside academic progress.

The school’s management structure, under the Madarsa Recognized (by Wakf Board/Madarsa Board), reflects the unique educational context of the area and the integration of religious and educational values. This organizational framework provides a critical support system for the school’s operation and continuity.

The availability of separate toilet facilities for both boys and girls underscores the school’s commitment to inclusivity and the provision of a safe and comfortable environment for all students. The presence of a playground reflects a commitment to incorporating physical activity into the students’ daily routine, promoting both physical and mental well-being.

Madrsa F. Muslemin Izarhatta serves as a valuable resource for the community, providing essential educational services to a diverse student population. While the school faces challenges in terms of infrastructure and resources, its dedicated staff and comprehensive academic offerings contribute significantly to the educational landscape of Darbhanga district. Its commitment to providing a supportive learning environment highlights its role in empowering students and fostering future success.

In conclusion, Madrsa F. Muslemin Izarhatta is a vital educational institution that serves a crucial purpose in providing education in a rural setting. While there’s potential for future growth and improvement, the school’s current efforts exemplify dedication to educational access and community development.