MAK. M.ULAM USRAHI

MAK. M.ULAM USRAHI was established in 1976 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in BISFI block of MADHUBANI 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 Rent Free Building building. It has got 5 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 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 a library and has 20 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 but not Prepared in School Premises providing mid-day meal.

MAK. M.ULAM USRAHI: A Rural Primary School in Bihar, India

MAK. M.ULAM USRAHI is a primary school located in the rural Bisfi block of Madhubani district, Bihar, India. Established in 1976, this co-educational institution offers classes from 1st to 8th standard, providing education to children in the surrounding community. The school operates under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board).

The school’s infrastructure includes five classrooms housed in a rent-free building. While it lacks a boundary wall, the school boasts electricity and a functional library containing 20 books. The provision of clean drinking water is ensured through hand pumps. The school also provides mid-day meals, although these are not prepared on the school premises. Separate functional toilets are available for both boys and girls.

Teaching is conducted primarily in Urdu, with a dedicated team of six teachers—four male and two female. One head teacher, Abdul Bari, leads the educational efforts.

The school’s curriculum follows a primary with upper primary structure (classes 1-8). While the school doesn’t have a pre-primary section, nor does it offer computer-aided learning or a playground, it caters effectively to its student population with its existing resources.

The school’s accessibility is enhanced by its location on an all-weather road, making it convenient for students to attend year-round. The academic session begins in April, following the standard academic calendar for the region.

The school’s rural setting highlights its vital role in providing educational opportunities in an underserved area. The school’s commitment to education, despite its resource constraints, is a testament to its dedication to the community it serves.

Despite the absence of certain amenities like a computer lab, playground, and boundary wall, the school prioritizes fundamental educational needs and provides a solid foundation for its students. The presence of a library and clean water sources underscores the commitment to holistic development.

The school’s management emphasizes the importance of providing a safe and functional learning environment within the constraints of its resources. Its dedicated team of teachers works diligently to ensure quality education for its students.

The school’s establishment in 1976 reflects its long-standing contribution to the education of the community. Its continued operation serves as a beacon of hope, ensuring that children in the rural area have access to essential primary and upper primary education.

The school’s success lies in its ability to adapt and thrive in a rural setting. The school’s management has proven its commitment to delivering quality education despite its limitations, making a significant contribution to the community’s development.

MAK. M.ULAM USRAHI serves as an example of a resilient and dedicated school striving to provide educational opportunities in a resource-constrained environment. Its future success depends on ongoing community support and strategic resource allocation to expand its facilities and enhance its educational offerings.