TALIEMUL ISLAM MASJID MARVA

TALIEMUL ISLAM MASJID MARVA was established in 1994 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SADHOLI KADIM block of SAHARANPUR district of Uttar Pradesh. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) in nature and is not using school building as a shift-school. Hindi 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 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a 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.

Taliiemul Islam Masjid Marva: A Rural Primary School in Uttar Pradesh

Taliiemul Islam Masjid Marva is a private, co-educational primary school located in the rural area of Sadholi Kadim block, Saharanpur district, Uttar Pradesh. Established in 1994, this school operates under the Pvt. Unaided management and provides education from Class 1 to Class 5. The school’s primary medium of instruction is Hindi.

The school building is privately owned and features two well-maintained classrooms dedicated to teaching. These are supplemented by two additional rooms for various non-teaching activities, including a dedicated space for the head teacher. The school is securely enclosed within a pucca boundary wall and benefits from a reliable electricity connection.

Water access is facilitated by functional hand pumps, ensuring a consistent supply of drinking water for students and staff. Sanitary facilities include one functional boys’ toilet and one functional girls’ toilet, addressing the basic hygiene needs of the students. The school grounds also include a playground, providing a designated area for physical activity and recreation. While the school features a library, it currently lacks books. Importantly, the school is equipped with ramps for disabled children, ensuring inclusivity and accessibility.

The school’s staff consists of one male teacher and one head teacher, Mohd. Irshad. The teaching staff dedicates their efforts to providing quality education within the available resources. The school follows the academic calendar commencing in April. The school is not residential, and although it offers classes up to Class 5, there is no pre-primary section. The school doesn’t offer computer-aided learning or computers for teaching purposes, nor does it provide mid-day meals. It is also important to note that the school’s affiliation for higher secondary education (classes 10 and 12) is with an “Others” board, indicating a possible affiliation with a non-state board.

The lack of computers and computer-aided learning, along with the absence of mid-day meals, present areas for potential improvement in the school’s infrastructure and offerings. However, the presence of basic amenities such as toilets, a playground, and accessible ramps signifies a commitment to providing a relatively safe and functional learning environment.

The school’s rural location presents both challenges and opportunities. Access to resources may be limited compared to urban schools; however, the school serves a vital role within its community, providing essential primary education. Further investment in resources and infrastructure could significantly enhance the learning experience for students.

Taliiemul Islam Masjid Marva’s commitment to providing education in a rural setting is commendable. The school’s management and teachers play a crucial role in shaping the future of the students. Further support and investment in resources like books for the library and technology for classrooms would undoubtedly strengthen the school’s ability to provide a well-rounded education.

The school’s status as a private, unaided institution highlights the role of private initiatives in supplementing public education efforts, especially in underserved areas. Understanding the school’s specific needs and addressing them strategically could significantly improve educational outcomes and create a more supportive learning environment.

The data provided underlines the necessity for ongoing support and development of rural schools. While challenges remain, the existence of Taliiemul Islam Masjid Marva provides a beacon of hope, offering primary education to children in a rural community. Addressing the identified gaps in resources and infrastructure would undoubtedly foster greater success for both the school and its students.

In conclusion, Taliiemul Islam Masjid Marva is a significant institution within its community, providing foundational education to students despite its resource limitations. Investing in its growth and development would yield significant returns in improving educational standards and opportunities for the children of Sadholi Kadim.