PARA HARIHARPUR DUBRA (PHD) MADRASAH SHIKSHA KENDRA

PARA HARIHARPUR DUBRA (PHD) MADRASAH SHIKSHA KENDRA was established in 1983 and it is managed by the Department of Education. It is located in Rural area. It is located in PARA block of PURULIYA district of West Bengal. The school consists of Grades from 5 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. Bengali 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 Private 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 Well 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 a 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 Provided providing mid-day meal.

PARA HARIHARPUR DUBRA (PHD) MADRASAH SHIKSHA KENDRA: A Comprehensive Overview

PARA HARIHARPUR DUBRA (PHD) MADRASAH SHIKSHA KENDRA, a co-educational upper primary school located in the rural PARA block of PURULIYA district, West Bengal, offers a valuable educational service to the community. Established in 1983 under the Department of Education’s management, this private institution plays a vital role in providing education to students from classes 5 to 8.

Instruction Medium and Faculty

The school utilizes Bengali as its primary instruction medium. A team of five male teachers delivers the curriculum, ensuring a student-teacher ratio that facilitates effective learning. The school’s administration is headed by SK ANAMUL HAQUE, with a total of five teachers dedicated to providing quality education.

Infrastructure and Facilities

The school’s infrastructure includes four classrooms in good condition, along with additional space for non-teaching activities and a separate room for the head teacher. While the school boasts a playground, it currently lacks a boundary wall and an electrical connection. However, a well provides a reliable source of drinking water. Sanitary facilities are available, with one functional boys’ toilet and one functional girls’ toilet. Importantly, accessibility for disabled students is currently not provided for.

Academic Focus and Resources

PARA HARIHARPUR DUBRA (PHD) MADRASAH SHIKSHA KENDRA focuses exclusively on upper primary education (classes 6-8), and currently does not offer pre-primary education. The absence of a library and computer-aided learning facilities underscores the school’s need for resource enhancement. Mid-day meals are not currently provided.

Accessibility and Transportation

The school is accessible via an all-weather road, ensuring consistent access for students regardless of weather conditions. The academic year commences in April, adhering to the standard academic calendar.

School Characteristics and Additional Information

The school operates from a private building and is not a residential school. No information regarding school area, pincode, phone number or email is currently available. The absence of computers, a library, and boundary wall highlights areas where potential improvement and infrastructural development can significantly enhance the school’s overall learning environment.

Community Impact and Future Development

PARA HARIHARPUR DUBRA (PHD) MADRASAH SHIKSHA KENDRA serves as a crucial educational hub within its community, providing essential learning opportunities for students in the rural area. Future development efforts should focus on improving facilities, acquiring resources, and potentially exploring partnerships to augment the educational experience.

Conclusion: A Path Towards Enhancement

The school’s dedication to providing education in a rural setting is commendable. However, addressing the lack of resources such as computers, a library, and a boundary wall will undoubtedly enhance the learning experience and overall safety for the students. Further investment in infrastructure and resources will help create a more supportive and enriching learning environment.