K M D S SR MADRASA U P

K M D S SR MADRASA U P: A Comprehensive Profile of a Rural West Bengal School

K M D S SR MADRASA U P, a government-run school in the rural BHANGORE - 1 block of South Twenty Four Parganas district, West Bengal, holds a significant place in the local community. Established in 1957, this co-educational institution provides education from Class 1 to Class 12, catering to a diverse student body. Its management falls under the purview of the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting its unique character and commitment to education within a specific cultural context.

The school's infrastructure comprises a government building equipped with eight classrooms, all in good condition. Two functional boys' toilets and two functional girls' toilets serve the students' needs. A well provides drinking water, ensuring access to this essential resource. Furthermore, the presence of a library, stocked with 1,500 books, underscores the school's commitment to fostering a love of reading and learning. The school also boasts ten functional computers, indicating a proactive approach towards integrating technology into the curriculum, though a computer-aided learning lab is currently absent.

Instruction at K M D S SR MADRASA U P is conducted in Bengali, reflecting the local language and cultural context. The school provides midday meals, prepared and served on the premises, contributing to the well-being and academic focus of its students. The school's location is accessible via an all-weather road, ensuring consistent attendance, even during inclement weather. Academic sessions commence in April, aligning with the regional educational calendar.

The school's academic structure includes classes from primary level up to higher secondary, with the Class 10 and Class 10+2 examinations falling under the 'Others' board category. This indicates a commitment to providing a comprehensive education aligned with the specific requirements and standards of the region. The absence of a pre-primary section and the lack of ramps for disabled students represent areas where future improvements could enhance inclusivity and accessibility.

With a teaching staff of ten male teachers, the school maintains a robust teacher-student ratio, though the absence of female teachers highlights an area for potential growth and diversification within the faculty. There are no contract teachers, ensuring continuity and stability within the teaching staff. The school operates without a designated head teacher and does not function as a residential school. The school lacks a boundary wall and a playground, presenting opportunities for future infrastructure development to enhance student safety and recreational opportunities.

Despite the lack of certain amenities, the school's dedication to providing quality education is evident. The presence of a library, computers, and consistent midday meal provision showcases a commitment to supporting students holistically. The school's long history speaks to its enduring presence in the community and its significance as a provider of crucial educational services.

The information provided paints a picture of K M D S SR MADRASA U P as a functional institution working within its context. It clearly details its strengths and challenges, offering insights into its infrastructure, pedagogy, and overall contribution to the community. The school's commitment to education, despite its limitations, remains a positive indicator of its ongoing impact.

In conclusion, K M D S SR MADRASA U P stands as a testament to the importance of educational access in rural communities. While some areas require development, its core functionalities and dedication to students remain evident. The information highlighted serves as a valuable resource for potential stakeholders and the community at large, providing a clear picture of the school's characteristics and potential.

Further development in infrastructure and teacher diversity could enhance the school's capacity to cater to a wider range of student needs, promoting inclusivity and optimizing the learning environment. This focus on improvement is critical to ensuring the school continues its vital role within the community for many years to come.

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.