PVT.HIBJUL HANAFIA KORANIA MADRASHA

PVT.HIBJUL HANAFIA KORANIA MADRASHA was established in 1990 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in BASIRHAT - I block of NORTH TWENTY FOUR PARGANA district of West Bengal. The school consists of Grades from 1 to 8. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Private 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 2 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 1 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 Not Provided providing mid-day meal.

PVT.HIBJUL HANAFIA KORANIA MADRASHA: A Rural Educational Institution in West Bengal

PVT.HIBJUL HANAFIA KORANIA MADRASHA, a private co-educational institution, stands as a testament to educational commitment in rural West Bengal. Established in 1990, this madrasa, managed under the “Madarsa Unrecognized” category, offers primary and upper-primary education from Class 1 to Class 8. Located in the BASIRHAT - I block of NORTH TWENTY FOUR PARGANA district, it caters to the educational needs of the local community.

The school’s infrastructure comprises two classrooms, ensuring a manageable student-teacher ratio. The building itself is privately owned, providing a stable learning environment. The school benefits from an electricity connection and utilizes hand pumps for drinking water, addressing basic infrastructural needs. While lacking a boundary wall, playground, and library, the school focuses on providing fundamental education. Importantly, functional boys’ and girls’ toilets are available on the premises, reflecting a commitment to hygiene and inclusivity.

Instruction is delivered in Bengali, catering to the local language proficiency. The teaching staff comprises two male teachers, dedicated to imparting knowledge and fostering learning. The school operates independently and is not affiliated with a recognized board for Class 10 or Class 10+2 examinations. However, it functions as a vital educational resource for the local area, providing access to primary and upper-primary education for children in the region.

The madrasa’s residential status is noteworthy. As a private residential school, it provides accommodation for students, alleviating potential challenges related to distance and accessibility for students living further away. This feature underscores its unique role in supporting the educational aspirations of its student body. The school operates with three contract teachers, augmenting the teaching capacity.

Despite the absence of certain amenities such as a library and computer-aided learning facilities, the madrasa’s dedication to education remains a crucial contribution to the rural community. The school’s simple structure and focus on fundamental education reflect its commitment to providing basic learning opportunities to students, regardless of socioeconomic background.

The school’s location in a rural area highlights the need for accessible educational opportunities in underserved communities. While lacking some of the advanced facilities present in urban schools, it provides a basic educational foundation for the students in its charge. The absence of mid-day meals emphasizes the importance of community support and parental involvement in ensuring students’ well-being.

The unique aspect of this madrasa is its management as an “Unrecognized Madarsa.” While this status may present certain limitations, it underscores the school’s proactive role in providing education within the specific context of the local community. Its presence within the rural landscape underscores the importance of localized educational initiatives.

The school’s dedication to offering a fundamental education to the students is evident in its operations, despite its limitations in terms of facilities and resources. It actively addresses the needs of its students within the context of its resources and community.

In conclusion, PVT.HIBJUL HANAFIA KORANIA MADRASHA stands as a symbol of resilience and commitment to education in a rural setting. While improvements in infrastructure and resources would enhance its capabilities, its current operation provides a valuable educational service to the community. The school’s existence underscores the vital role of localized education in bridging the educational gap and empowering rural communities.