SUNDARBAN MADRASAH HAQQANIA USMANIA PALERCHAK

SUNDARBAN MADRASAH HAQQANIA USMANIA PALERCHAK was established in 0 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in KULTALI block of SOUTH TWENTY FOUR PARGAN district of West Bengal. The school consists of Grades from 1 to 8. The school is Boys and it 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 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 Pucca 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 5 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 Applicable providing mid-day meal.

Sundarban Madrasah Haqqania Usmania Palerchak: A Detailed Profile

Sundarban Madrasah Haqqania Usmania Palerchak, a private boys’ school located in the rural KULTALI block of SOUTH TWENTY FOUR PARGAN district, West Bengal, offers primary and upper-primary education (classes 1-8). Established as a Madarsa Unrecognized institution, it provides instruction in Bengali and boasts a dedicated pre-primary section. The school’s infrastructure includes a private building with eight well-maintained classrooms, ensuring a conducive learning environment for its students.

The school’s management comprises 12 male teachers, led by Head Teacher M. JOYNUL ABEDIN. The commitment to education is evident in the presence of a head teacher and a sufficient number of teachers to cater to the students’ needs. The school operates as a residential institution, offering private accommodation for its students.

The school’s physical features include a sturdy pucca boundary wall, ensuring security and a defined campus. Reliable electricity ensures smooth functioning of daily activities, and functional hand pumps provide a source of drinking water for both students and staff. Five boys’ toilets are available and maintained, reflecting a commitment to hygiene and student well-being.

While the school currently lacks a library, playground, and computer-aided learning facilities, it prioritizes core academic instruction and the provision of a safe and secure environment for its students. The absence of these facilities highlights potential areas for future development and enhancement of the learning experience. The school’s focus remains on providing quality primary and upper-primary education.

The school’s operational efficiency is further supported by the availability of all-weather road access, ensuring convenient commuting for both students and staff. The academic session commences in April, aligning with the standard academic calendar of the region. The Madarsa Unrecognized management structure underscores the school’s unique educational approach and commitment to imparting knowledge.

Sundarban Madrasah Haqqania Usmania Palerchak functions as a significant educational institution within its community. Its commitment to providing residential facilities and ensuring the availability of basic infrastructure – such as classrooms and toilets – suggests a proactive approach to fulfilling the educational needs of the area.

The school’s dedication to providing a learning environment tailored to the needs of boys is evident in its dedicated structure and teaching staff. The institution’s focus on Bengali as the medium of instruction reflects a sensitivity to local linguistic preferences and fosters effective communication within the classroom.

The absence of female teachers highlights a potential area for future growth and diversification within the teaching staff. This would contribute to a more inclusive learning environment and broader educational opportunities for students. The school’s reliance on hand pumps for water also suggests opportunities for future improvements in terms of infrastructure upgrades.

The school’s commitment to providing a residential option demonstrates its understanding of the specific challenges faced by students from the surrounding rural area. The presence of private accommodation underscores the school’s dedication to providing a supportive and inclusive learning environment.

In conclusion, Sundarban Madrasah Haqqania Usmania Palerchak stands as a vital educational institution within its community, delivering primary and upper-primary education with a commitment to providing a secure, well-structured, and residential learning experience. Future developments in infrastructure and teaching staff diversity could further enhance its educational offerings.