POINA G.M.I.S.KORANIA MADRASAH

POINA G.M.I.S.KORANIA MADRASAH was established in 1953 and it is managed by the Madarsa Unrecognized. It is located in Urban area. It is located in CANNING - 2 block of SOUTH TWENTY FOUR PARGAN district of West Bengal. 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. 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 5 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 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.

POINA G.M.I.S.KORANIA MADRASAH: A Detailed Profile of a West Bengal Primary School

POINA G.M.I.S.KORANIA MADRASAH, a private primary school located in the urban area of Canning-2 block, South Twenty Four Parganas district, West Bengal, holds a significant place in the local educational landscape. Established in 1953, this co-educational institution caters to students from Class 1 to Class 5, offering a primary education focused on Bengali as the medium of instruction.

The school’s infrastructure comprises a private building with five classrooms, all in good condition, supplemented by two additional rooms for non-teaching activities and a dedicated space for the head teacher. While lacking a boundary wall and electricity, the school boasts a functional playground and hand pumps providing access to drinking water. The presence of separate boys’ and girls’ toilets underlines the school’s commitment to providing basic amenities.

With a total of six teachers, including four male and two female educators, POINA G.M.I.S.KORANIA MADRASAH maintains a manageable student-teacher ratio. Headed by ATIAR RAHAMAN MOLLA, the school operates under the management of Madarsa Unrecognized and follows an academic calendar starting in April. The school does not provide midday meals and currently does not have a computer-aided learning lab or library.

The school’s location, accessible via all-weather roads, ensures accessibility for students and faculty. Its urban setting provides a diverse learning environment, though the absence of a boundary wall may present certain challenges. The absence of computers and a library, however, highlights areas where potential improvements could significantly enhance the learning experience. The school’s lack of ramps underscores the need for future accessibility improvements to accommodate students with disabilities.

Despite the limitations, POINA G.M.I.S.KORANIA MADRASAH plays a vital role in providing primary education to the community. Its long history and commitment to providing a basic educational foundation are testaments to its enduring contribution to the region. The school’s operational details, such as the teaching staff and infrastructure, highlight areas of strength and areas where improvements might be considered.

The school’s management under the Madarsa Unrecognized structure provides a unique context for its operation, suggesting potential avenues for collaboration and support from external organizations. Further investigation into the school’s specific curriculum and teaching methodologies would offer more insights into its educational approach.

The information available clearly shows POINA G.M.I.S.KORANIA MADRASAH as a functioning primary school fulfilling a crucial educational role in its community. While challenges remain, particularly in infrastructure and resource provision, the dedication of the teaching staff and the consistent operation of the school since 1953 are significant indicators of its ongoing importance.

Future development plans for the school could focus on improving infrastructure by adding a boundary wall and electricity, establishing a library with a collection of books, installing a computer lab for computer-aided learning, and ensuring that the facility is fully accessible to students with disabilities through the addition of ramps.

Securing funding and collaborations with government agencies or NGOs could facilitate these infrastructural improvements and resource enhancements, ultimately contributing to a more enriching educational experience for the students. The school’s management could also explore options for obtaining official recognition, which could lead to increased access to resources and support.

In conclusion, POINA G.M.I.S.KORANIA MADRASAH, despite its challenges, provides valuable primary education to the local community. Addressing infrastructural needs and resource gaps would significantly enhance the quality of education and contribute to the overall development of the students. The school’s long-standing presence underscores its importance as a cornerstone of the community’s educational fabric.