MDR FAIZE AAM AAGPARA

MDR FAIZE AAM AAGPARA was established in 1980 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in BARSOI 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 3 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 0 boys toilet and it is functional. and 0 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 FAIZE AAM AAGPARA: A Rural Primary School in Bihar, India

MDR FAIZE AAM AAGPARA is a primary school located in the rural area of Barsoi block, Katihar district, Bihar, India. Established in 1980, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and offers classes from 1 to 8. The school’s instruction medium is Urdu, catering to the local linguistic needs of the students. While lacking some modern amenities, it provides essential educational services to the community.

The school’s infrastructure includes a government-provided building with three classrooms in good condition. The classrooms are designed for instructional purposes, and while additional rooms are present for non-teaching activities, including a dedicated space for the head teacher, the school lacks a boundary wall and an electrical connection. Access to clean drinking water is provided through functional hand pumps located on the premises.

Despite the absence of computer-aided learning facilities, a library, and a playground, the school offers a mid-day meal program, prepared and served within the school itself. This crucial initiative ensures that students receive proper nourishment, supporting their learning and overall well-being. The school’s commitment to education is further evidenced by its five male teachers dedicated to providing quality instruction.

The school’s academic focus is on providing a primary and upper-primary education, following the curriculum prescribed by the Others board for classes 10 and 10+2. Importantly, the school functions as a single-shift school and is not residential in nature. Accessibility to the school is ensured via an all-weather road, making it easily accessible to students regardless of weather conditions.

The school’s academic year commences in April, aligning with the broader academic calendar in the region. Its rural location highlights its role in providing educational opportunities within a community that may have limited access to educational resources otherwise. The school’s simple yet functional infrastructure underscores its dedication to providing foundational education within the constraints of its resources.

The absence of certain amenities, such as computers, a library, and a playground, presents opportunities for future development and improvement. However, the existing facilities, coupled with the dedicated teaching staff and the mid-day meal program, form the basis of a functional and essential educational institution.

The school’s management structure, under the Madarsa Recognized (by Wakf Board/Madarsa Board), provides a framework for governance and oversight. This model of governance likely reflects the unique cultural and religious context of the community the school serves.

MDR FAIZE AAM AAGPARA plays a vital role in the community, providing access to education for children in a rural setting. Its dedication to providing a primary and upper-primary education, despite resource limitations, underscores its importance in the educational landscape of Bihar.

Further investment and development could enhance the school’s facilities and educational offerings, potentially including the addition of computer labs, a library, and a playground. Such additions would significantly improve the learning experience for the students and contribute to their overall holistic development. The school’s ongoing success relies on continued community support and governmental investment.

In conclusion, MDR FAIZE AAM AAGPARA represents a significant educational resource within the rural community it serves. Its commitment to providing basic education, coupled with the provision of a mid-day meal, showcases its dedication to the students’ well-being and academic progress. While further development is needed, the school remains an essential pillar of education within its locality.