MDR FAIJUL GHORABA

MDR FAIJUL GHORABA was established in 1962 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in BARARI block of KATIHAR 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 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 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.

MDR FAIJUL GHORABA: A Comprehensive Profile of a Bihar Primary School

MDR FAIJUL GHORABA, a primary school located in the rural BARARI block of KATIHAR district, Bihar, holds a significant place in the community. Established in 1962, this co-educational institution, managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), serves students from Class 1 to Class 8. The school’s commitment to education is evident in its dedicated teaching staff and its focus on providing a conducive learning environment.

Instruction at MDR FAIJUL GHORABA is imparted in Urdu, reflecting the local linguistic context. The school boasts six classrooms, all in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. Six male teachers are currently employed, ensuring adequate teacher-student ratio. The school provides mid-day meals, prepared and served on school premises, contributing to the overall well-being of its students.

The school’s infrastructure, while functional, highlights areas for potential improvement. The absence of a boundary wall and electricity poses challenges. However, the availability of hand pumps ensures access to drinking water. Sanitary facilities are provided with one functional boys’ toilet and one girls’ toilet. Importantly, ramps for disabled children are available, ensuring inclusivity. The lack of a library, playground and computer-aided learning facilities represents opportunities for future development and expansion.

MDR FAIJUL GHORABA’s academic structure follows a primary with upper primary curriculum (Classes 1-8). For students pursuing higher education, the school facilitates access to ‘Others’ board for classes 10th and 10+2. The absence of a pre-primary section means the school focuses solely on primary and upper-primary education. The school building is government-owned, reflecting a collaborative partnership between the community and the state.

The school’s operational status is noteworthy; the institution operates as a non-residential school. It is accessible year-round via an all-weather road. The academic session begins in April, aligning with the general academic calendar. The head teacher, MD SHAMIM AKHTAR, leads the dedicated teaching staff in their efforts to provide quality education to the students.

MDR FAIJUL GHORABA, despite its limitations, plays a crucial role in providing primary and upper-primary education in the rural community it serves. The school’s dedication to providing a conducive learning environment is commendable.

The school’s management is keen on enhancing facilities. Future plans could include the construction of a boundary wall, installation of electricity, establishment of a library, and the addition of a playground to enhance the learning experience.

Community involvement and government support are key to achieving the school’s full potential. Collaborations with NGOs and educational organizations can significantly bolster the school’s resources and facilities.

The successful integration of technology, through computer-aided learning, holds immense potential for improving the educational outcomes of the students.

By addressing the identified areas for improvement and leveraging available resources, MDR FAIJUL GHORABA can further strengthen its educational capabilities and contribute significantly to the future of its students.

Further development in infrastructure and technological integration will help the school reach its maximum potential in educating the community’s children.