P/S MADARSA QUADRIYA IMAMIYA BELSUR

P/S MADARSA QUADRIYA IMAMIYA BELSUR was established in 1992 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in SHANKARGARH block of BALRAMPUR district of Chhattisgarh. 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. Hindi 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 4 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 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.

P/S Madrasa Quadriya Imamiya Belsur: A Detailed Overview of a Rural Primary School

P/S Madrasa Quadriya Imamiya Belsur, a primary school located in the rural heart of Shankargarh block, Balrampur district, Chhattisgarh, stands as a testament to educational perseverance. Established in 1992 under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), this co-educational institution serves students from Class 1 to Class 5. Its humble beginnings and ongoing challenges highlight the realities faced by many rural schools in India.

The school’s infrastructure presents a picture of both resilience and need. Housed in a dilapidated building, the school nevertheless manages to provide four classrooms for its students. The absence of a boundary wall and electricity underscores the resource limitations it faces, yet the presence of functioning hand pumps ensures access to clean drinking water, a vital necessity for the students’ well-being.

The school’s teaching staff comprises three dedicated individuals: two male teachers and one female teacher, working diligently to impart knowledge to their students. While the school doesn’t offer a pre-primary section or computer-aided learning facilities, the commitment of its teachers shines through. Hindi serves as the primary medium of instruction, fostering a connection between education and the local community.

The provision of midday meals, prepared on-site, provides a crucial nutritional safety net for the students, ensuring that they have the energy to engage fully in their studies. This underlines the school’s commitment to holistic development, encompassing not just academics but also the physical well-being of its students.

The school’s lack of a playground, library, and computers, however, represents areas where improvements could significantly enhance the learning experience. The absence of these resources highlights the need for further investment in educational infrastructure and resources in rural areas.

Despite facing several infrastructural challenges, the school’s dedication to providing quality education in a rural setting is commendable. The single girls’ toilet, though a limited facility, emphasizes the effort made to cater to the specific needs of its female student population.

The leadership of QEYAMUDDIN QUADRI, the head teacher, plays a pivotal role in the school’s functioning. His guidance and the collective efforts of the teaching staff represent the core strength of this institution.

The school’s location, accessible by all-weather roads, ensures that students can reach the school without significant disruption, even during adverse weather conditions. The April commencement of the academic year aligns with the broader educational calendar.

The information provided underscores the need for continuous support and investment in rural schools like P/S Madrasa Quadriya Imamiya Belsur. Addressing the infrastructural deficits, augmenting resources, and providing ongoing teacher training would significantly enhance the educational opportunities available to the students in this community.

Finally, the school’s story serves as a reminder of the dedication of educators and the persistent need for improved educational resources in underserved rural areas. Continued support and focused investment can transform the learning environment and empower the students of P/S Madrasa Quadriya Imamiya Belsur to reach their full potential.