PVT MADRASHA HOSSAINIA KASHEM ULOOM

PVT MADRASHA HOSSAINIA KASHEM ULOOM was established in 1984 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in BADURIA block of NORTH TWENTY FOUR PARGANA district of West Bengal. The school consists of Grades from 1 to 8. The school is Boys 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 11 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 have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 5 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 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

PVT Madrasha Hossainia Kashem Uloom: A Rural Primary School in West Bengal

PVT Madrasha Hossainia Kashem Uloom, a private primary school located in the rural area of Baduria block, North Twenty Four Pargana district, West Bengal, has been educating young boys since its establishment in 1984. Operating under the “Madarsa Unrecognized” management, this institution plays a vital role in the local community’s educational landscape.

The school’s infrastructure comprises a private building with 11 classrooms, all in good condition. These classrooms cater to students from Class 1 to Class 8, with Bengali as the primary medium of instruction. While the school lacks a boundary wall, it does have a reliable electricity supply and functional hand pumps providing drinking water. The school’s facilities also include five boys’ toilets.

The teaching staff consists of five male teachers, led by Head Teacher Daud Hasan Mondal. The school does not offer a pre-primary section or midday meals. Notably, the school lacks a library, playground, and computer-aided learning facilities, though it does possess a single computer for educational purposes.

The absence of a library and playground underscores the need for further development to enhance the learning environment. These additions would significantly contribute to a more holistic and engaging educational experience for the students.

The school’s location in a rural area presents both challenges and opportunities. While access to resources may be limited, the school’s presence serves a crucial role in providing education to boys in the community. Improved infrastructure and resource allocation would further strengthen its capacity to deliver quality education.

The lack of a boundary wall raises concerns regarding the safety and security of the students and school property. Investing in a boundary wall would be a significant step towards creating a more secure and protective environment.

The absence of female teachers and the “Madarsa Unrecognized” management status may also present areas for consideration and potential improvement in terms of aligning with broader educational standards and practices.

Although the school successfully provides basic primary education, the limited resources highlight the need for community support and government initiatives to ensure that the students have access to a more comprehensive and enriching educational experience.

Future development plans should prioritize the addition of a library, playground, and improved computer facilities to enhance the learning environment and provide a more well-rounded education. Further, exploring options to secure funding for a boundary wall would enhance safety and security.

The school’s success relies on the dedication of its teachers and the commitment of the community. Continued efforts to improve infrastructure, resource allocation, and potentially diversify teaching staff could significantly impact the quality of education provided at PVT Madrasha Hossainia Kashem Uloom, ensuring a brighter future for the students in its care. By addressing the existing gaps in resources, the school can further empower the young boys of the Baduria community.