PVT.VIKARATI RASULIA(MS)MADRASHA

PVT.VIKARATI RASULIA(MS)MADRASHA was established in 1991 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in HAROA 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 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 8 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 2 boys toilet and it is functional. and 2 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.VIKARATI RASULIA(MS)MADRASHA: A Detailed Overview of a Rural West Bengal School

PVT.VIKARATI RASULIA(MS)MADRASHA, a private co-educational school located in the rural HAROA block of NORTH TWENTY FOUR PARGANA district, West Bengal, has served the community since its establishment in 1991. Operating under the management of Madarsa Unrecognized, the school caters to students from Class 1 to Class 8, providing primary and upper primary education. The school’s instruction medium is Bengali, reflecting the local linguistic landscape.

The school’s infrastructure includes a private building equipped with eight classrooms, all in good condition, suitable for providing effective instruction. Two boys’ toilets and two girls’ toilets are available and functional, addressing basic sanitation needs. The school’s accessibility is ensured by its location along an all-weather road, facilitating easy commute for students and staff. The academic session commences in April, aligning with the regional academic calendar.

The school’s resourcefulness is evident in its utilization of hand pumps as a reliable source of drinking water. However, the absence of a boundary wall, playground, and library presents areas for potential improvement. Computer-aided learning is not currently implemented, and there are no computers available for educational purposes. Similarly, mid-day meals are not provided. The school also lacks ramps, meaning accessibility for students with disabilities remains an area to consider further development.

The teaching staff comprises a total of five teachers, four male and one female. The school functions as a single-shift institution and does not operate as a residential school or have a pre-primary section. The absence of specific details regarding the head teacher further highlights areas where information could be enhanced for a more comprehensive profile.

The school’s lack of a library and limited resources in areas such as computer-aided learning could potentially impact the students’ overall learning experience. The absence of extracurricular facilities such as a playground might hinder holistic development. However, the availability of basic amenities such as functional toilets and a reliable water source provides a foundation upon which further improvements can be built.

The school’s location in a rural area underscores the importance of its role within the community. Providing quality education in a rural setting can contribute significantly to local development and empowerment. Addressing the identified needs, particularly in areas of infrastructure and resource enhancement, would further strengthen the school’s capacity to provide comprehensive education to its students.

While the school currently lacks certain facilities like a library and playground, it provides a foundational education within the constraints of its available resources. The presence of functional classrooms, toilets, and a reliable water source ensures the basic necessities for a conducive learning environment.

Future development plans for PVT.VIKARATI RASULIA(MS)MADRASHA should prioritize the inclusion of a library, playground, and computer-aided learning facilities to enrich the students’ learning experiences and enhance their overall development. Improving accessibility for students with disabilities by constructing ramps is also a critical aspect of creating an inclusive learning environment.

The school’s commitment to providing education in a rural setting is commendable. With strategic planning and resource mobilization, PVT.VIKARATI RASULIA(MS)MADRASHA has the potential to become a more comprehensive educational institution that fully supports the needs of its students.

The school’s information highlights both strengths and areas for improvement. The functioning classrooms and essential amenities provide a solid base, while the absence of specific resources indicates potential for future growth and enhancements in infrastructure and educational provision. Further details about the school’s management and future plans would offer a more comprehensive understanding.