SIKIRHAT MAQTAB MADRASA

SIKIRHAT MAQTAB MADRASA was established in 2004 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in KULPI block of SOUTH TWENTY FOUR PARGAN 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 4 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 None 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.

Sikirhat Maqtab Madrasa: A Rural Primary School in West Bengal

Sikirhat Maqtab Madrasa, a private primary school located in the rural area of Kulpi block, South Twenty Four Pargan district, West Bengal, offers education from Class 1 to Class 8. Established in 2004, this co-educational institution is managed by Madarsa Unrecognized and operates without a pre-primary section. Instruction is conducted in Bengali.

The school’s infrastructure includes a private building with four classrooms, all in good condition, along with additional rooms for non-teaching purposes and a dedicated space for the head teacher. While lacking a boundary wall and electricity, the school boasts one functional boys’ toilet and one functional girls’ toilet.

Unfortunately, the school lacks essential facilities like a playground, library, and drinking water sources. The absence of a computer lab and computers further limits its educational resources. There are no ramps for disabled access, and the school does not provide midday meals.

The school employs eight male teachers, led by Head Teacher Majanur Purkait. The school operates as a primary school with upper primary classes (1-8), following an “Others” board for Class 10 and Class 10+2 examinations.

The academic year commences in April, and the school operates without any contract teachers. Its location is accessible via an all-weather road, reflecting its commitment to accessibility, though improvements in facilities are greatly needed.

The lack of key resources highlights the need for investment in the school’s infrastructure. The absence of a library, playground, and computer lab presents significant educational challenges for students. The unavailability of drinking water and midday meals also impacts students’ well-being and learning capabilities.

The absence of a boundary wall raises safety concerns, while the lack of electricity limits the potential for technological advancements in education. While the existing facilities are functional, the scarcity of resources significantly hampers the quality of education provided.

Addressing these infrastructural limitations is crucial to enhancing the learning environment and ensuring the school effectively caters to the educational needs of its students.

The school’s commitment to education, as evidenced by the presence of qualified teachers, should be complemented by improvements in infrastructure and resource provision.

The community and relevant authorities should prioritize providing necessary resources to elevate the school’s standard and create a better learning environment for the children.

Significant investment in facilities like a library, playground, and computer lab would greatly improve educational opportunities for the students. Improving the overall school infrastructure is essential for ensuring better learning outcomes and fostering holistic development.