PVT.AL- AMIN QUA MAD

PVT.AL- AMIN QUA MAD was established in 2001 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in BASIRHAT - II block of NORTH TWENTY FOUR PARGANA district of West Bengal. The school consists of Grades from 1 to 4. 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 Government building. It has got 1 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 Well and it is functional. The school has 1 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 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.

PVT.AL-AMIN QUA MAD: A Rural Primary School in West Bengal

PVT.AL-AMIN QUA MAD is a primary school located in the rural Basirhat-II block of North Twenty Four Pargana district, West Bengal. Established in 2001, this co-educational institution is managed by the Madarsa Unrecognized and offers classes from 1st to 4th standard. The school’s instruction medium is Bengali, catering to the local community’s linguistic needs.

The school’s infrastructure includes a government-provided building with a single classroom, ensuring a conducive learning environment for its students. While lacking a boundary wall, the school benefits from an electricity connection and a well-functioning well as its source of drinking water. A boys’ toilet is available on the premises, ensuring basic sanitation facilities for the male students.

The school’s staff comprises two teachers – one male and one female – dedicated to providing quality education to its students. The head teacher, MD YEAR ALI, plays a crucial role in overseeing the school’s operations and maintaining a positive learning atmosphere. Importantly, the school is accessible via an all-weather road, ensuring consistent student attendance throughout the year. Its academic sessions commence in April, following the standard academic calendar.

Despite its limitations, PVT.AL-AMIN QUA MAD serves a vital role in providing primary education to children in a rural setting. The lack of a library, playground, and computer-aided learning facilities presents challenges, yet the school’s commitment to providing basic education remains evident. Further development and infrastructural improvements would significantly enhance the learning experience and opportunities for the students.

The school’s management structure, under the Madarsa Unrecognized, reflects the unique educational landscape of the region. This arrangement, while perhaps less conventional than other schooling models, emphasizes the school’s commitment to providing education to the local community despite resource constraints.

The absence of a pre-primary section and the limited number of classrooms highlight the need for expansion and resource allocation. This underscores the importance of community involvement and government support in ensuring the continued growth and development of the school. Securing additional funding could facilitate the addition of essential facilities such as a library, playground, and computer lab.

PVT.AL-AMIN QUA MAD’s reliance on a well for drinking water showcases the importance of consistent water supply in maintaining a healthy school environment. The school’s location in a rural area also necessitates the maintenance of the accessible all-weather road to ensure continuous student attendance. These factors highlight the interconnectedness of infrastructure and educational outcomes.

The school’s functional boys’ toilet demonstrates a commitment to providing essential sanitation facilities for the students. However, the absence of a girls’ toilet highlights a critical area needing attention for ensuring equitable access to facilities. Addressing this issue would significantly improve the school’s inclusivity and create a safer and more comfortable learning environment for all.

The school’s co-educational nature promotes inclusivity and equal educational opportunities for both boys and girls in the community. This commitment to gender equality is particularly noteworthy in the context of a rural setting. However, the need for additional resources and facilities remains to guarantee a more comprehensive learning experience.

The single classroom, though adequate for the current student population, underscores the school’s potential for expansion and the need to accommodate future growth. Acquiring additional classrooms would ensure the quality of education is maintained while catering to increasing enrollment numbers. Planning for future growth is crucial for the school’s long-term sustainability.