SUKANDIGHI JAMIYA NURIYA HIFJUL KORAN MADRASHA

SUKANDIGHI JAMIYA NURIYA HIFJUL KORAN MADRASHA was established in 1990 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in KUSHMONDI block of DAKSHIN DINAJPUR district of West Bengal. The school consists of Grades from 1 to 4. 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 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 Pucca But Broken 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 0 girls toilet and it is functional. The school has a playground. The school has a library and has 200 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.

Sukandidhi Jamiya Nuriya HIFJUL Koran Madrasha: A Comprehensive Profile

Sukandidhi Jamiya Nuriya HIFJUL Koran Madrasha, a private boys’ school in rural West Bengal, India, offers a glimpse into primary education in a less-developed region. Established in 1990, this unaided institution provides a vital educational service to the community. The school’s commitment to education is evident in its infrastructure and teaching staff, despite the challenges faced.

The school’s building, though described as “Pucca But Broken,” houses four classrooms, all in good condition. This ensures that students have adequate space for learning. The presence of a library stocked with 200 books indicates a dedication to fostering a love of reading and expanding students’ knowledge beyond the classroom. The school’s playground provides essential space for physical activity and social interaction, crucial for holistic development. Hand pumps provide a reliable source of drinking water for the students. A single functional boys’ toilet is present on the premises. The school’s infrastructure shows a blend of functional aspects alongside some limitations.

The teaching staff comprises four male teachers, led by Head Teacher MD. Jahanoeer Alam. These educators are the backbone of the institution, shaping young minds and imparting knowledge. The school’s instruction is conducted in Bengali, reflecting the local language and culture. The curriculum caters to primary students, covering classes 1 through 4. The school’s residential status implies it caters to boarding students, offering a comprehensive learning environment. The institution’s focus is on providing basic education to boys in the community.

The school’s location in the KUSHMONDI block of DAKSHIN DINAJPUR district places it within a specific geographical context, influencing its access to resources and opportunities. This rural setting underscores the importance of this school as a vital community asset, particularly given its accessibility via an all-weather road. The school operates on an April academic start, following the common calendar in the region.

While the school boasts a library and playground, it lacks some modern amenities. The absence of computer-aided learning and computers themselves highlights the disparities in educational resources compared to more urban schools. Furthermore, the lack of a dedicated computer lab and the absence of a midday meal program reflect the financial and resource limitations faced by the institution. This is a notable aspect that could be addressed to further enhance the learning environment.

The school’s management structure, being private and unaided, emphasizes the role of private initiatives in supplementing government-funded education. This model highlights the collaborative nature of educational provision in the region, with both public and private sectors contributing to the educational landscape. The school’s establishment in 1990 underlines its long-standing presence and contribution to the community’s educational development.

The Sukandidhi Jamiya Nuriya HIFJUL Koran Madrasha’s profile provides valuable insight into the realities of primary education in rural West Bengal. The dedication of the teaching staff and the presence of basic facilities demonstrate the ongoing efforts to provide educational opportunities to boys in the community, despite resource limitations.

The school’s strengths lie in its dedicated teachers, functional basic facilities, and its long-standing commitment to educating boys. However, areas for potential improvement include access to modern technology, computer-aided learning resources, and potentially a midday meal program to address student nutritional needs.

This information provides a complete picture of the school’s current state, its history, and its ongoing dedication to the community. Further support and investment could greatly enhance the quality of education offered, fostering greater opportunities for its students.