DIGHIR PARA HIGH MADRASSA

Dighrir Para High Madrasa: A Comprehensive Overview

Dighrir Para High Madrasa, established in 1974, stands as a prominent educational institution in the rural landscape of West Bengal, India. Operating under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), this co-educational school caters to students from Class 5 to Class 12, providing a comprehensive education in a government-owned building.

The school's infrastructure comprises seven well-maintained classrooms dedicated to instruction, complemented by additional rooms for non-teaching activities and a dedicated space for the headmaster or teachers. A pucca, albeit slightly broken, boundary wall encloses the school grounds. Reliable electricity ensures a conducive learning environment. The provision of hand pumps guarantees access to clean drinking water for students and staff. The school boasts a functional library containing 500 books, fostering a culture of reading and learning. Importantly, ramps are available, ensuring accessibility for students with disabilities.

A noteworthy feature is the school's commitment to providing mid-day meals, prepared and served on the premises. This initiative alleviates concerns about hunger and ensures students are well-nourished, enhancing their concentration and learning capabilities. The school's commitment to its students is further underscored by the presence of one functional boys' toilet and five functional girls' toilets.

Instruction at Dighrir Para High Madrasa is conducted in Bengali, making it accessible to the local community. The school follows the State Board curriculum for both Class 10 and Class 12 examinations, aligning its academic standards with the broader educational framework of West Bengal. The school's faculty comprises a dedicated team of 14 male teachers and 5 female teachers, totaling 19 educators who work diligently to deliver a quality education.

Despite its strengths, the school lacks some amenities. The absence of a playground limits recreational opportunities for students, while the lack of a computer-aided learning lab restricts access to technology-integrated learning. These areas represent potential opportunities for improvement and expansion.

The school's location in the rural area of GALSI-II block within the BARDDHAMAN district of West Bengal presents both challenges and opportunities. Access to resources might be comparatively limited, but the school plays a vital role in providing education to the local community. The school’s accessibility is further enhanced by its location along an all-weather road. The academic year at the school begins in April, following the standard academic calendar of the region.

The single computer available for teaching and learning, while limited, signifies a small step towards integrating technology into education. This serves as a starting point for potential future development and expansion of technological resources. The school's commitment to quality education, despite its resource limitations, is evident in its dedicated staff and well-maintained classrooms.

The availability of functional toilets and a library, in addition to the mid-day meal program, showcases the school's dedication to student well-being and academic success. These elements collectively contribute to a supportive and encouraging learning environment. The provision of ramps further emphasizes the school’s commitment to inclusivity and accessibility for all students.

The school’s rural setting and its commitment to serving the local community underscore its importance within the broader educational landscape of West Bengal. The school serves as a vital resource for education and development within its region. The information provided here paints a clear picture of Dighrir Para High Madrasa, highlighting both its strengths and areas for potential improvement.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.