MOH. SARFARAJ MOH. SAHIL JAMIYA ISLAMIYA MADRSA HASANAPUR

MOH. SARFARAJ MOH. SAHIL JAMIYA ISLAMIYA MADRSA HASANAPUR was established in 2001 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in BEHANDAR block of HARDOI district of Uttar Pradesh. The school consists of Grades from 1 to 5. 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 Dilapidated 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 Pucca But Broken 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 Not Applicable providing mid-day meal.

MOH. SARFARAJ MOH. SAHIL JAMIYA ISLAMIYA MADRSA HASANAPUR: A Look Inside a Rural Primary School in Uttar Pradesh

Located in the rural heart of Uttar Pradesh, MOH. SARFARAJ MOH. SAHIL JAMIYA ISLAMIYA MADRSA HASANAPUR is a primary school offering education to students from Class 1 to Class 5. Established in 2001, the school is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and operates as a co-educational institution.

The school’s infrastructure reflects the challenges faced by many rural schools. While it boasts three classrooms in good condition, the building itself is described as dilapidated. It lacks electricity, but provides access to drinking water through hand pumps. The school also has separate functional toilets for boys and girls. Despite these limitations, the school emphasizes its commitment to providing a quality education for its students.

The school’s curriculum is delivered in Urdu, reflecting the local language and culture. The teaching staff consists of four male teachers, highlighting the need for more female teachers.

Although the school lacks a library, a computer lab, and a playground, its focus on accessible education is evident. The school provides ramps for students with disabilities and offers a safe learning environment. The lack of a computer-aided learning lab emphasizes the need for technology integration to enhance learning opportunities.

The absence of a pre-primary section and a mid-day meal program underscores the need for additional resources to further support the school’s academic and nutritional needs.

While the school’s limitations are evident, its dedication to providing quality education in a challenging environment is commendable. The school’s presence in the rural community serves as a crucial resource for local children, providing access to basic education and fostering their learning journey.

MOH. SARFARAJ MOH. SAHIL JAMIYA ISLAMIYA MADRSA HASANAPUR stands as a testament to the unwavering spirit of education in rural India. The school’s journey serves as a reminder of the importance of investing in educational infrastructure and resources to enhance learning opportunities for all children, particularly those in underserved areas.

This article provides valuable insights into the reality of rural education in India and emphasizes the need for continued support and investment to ensure accessible and quality education for all. By understanding the challenges faced by schools like MOH. SARFARAJ MOH. SAHIL JAMIYA ISLAMIYA MADRSA HASANAPUR, we can strive to create a more equitable and inclusive education system for all.