KACHUA NS KORANIA MADRASAH

KACHUA NS KORANIA MADRASAH: A Detailed Profile of a Rural West Bengal Primary School

KACHUA NS KORANIA MADRASAH, a private primary school located in the rural BHANGORE - 2 block of South Twenty Four Parganas district, West Bengal, offers a glimpse into the educational landscape of a rural Indian community. Established in 1986, this co-educational institution is managed by the Madarsa Unrecognized and caters to students from Class 1 to Class 4, with an attached pre-primary section.

The school's infrastructure comprises a single pucca-walled building housing one classroom, ensuring a student-teacher ratio conducive to effective learning. While lacking electricity and a dedicated playground or library, the school provides access to hand pumps for clean drinking water. Separate functional toilets for boys and girls are available, addressing essential hygiene needs.

Teaching at KACHUA NS KORANIA MADRASAH is conducted primarily in Bengali, with a dedicated team of six teachers – five male and one female – providing instruction. The school's leadership consists of one head teacher, MD ABDUL HAI, overseeing the institution's daily operations. The absence of computers and a computer-aided learning lab underlines the school's reliance on traditional teaching methods. The school operates independently and does not offer residential facilities.

The curriculum focuses on primary education (Classes 1-5), preparing students for further studies. Interestingly, the school's affiliation for higher secondary education (Classes 10 and 10+2) is listed as "Others," indicating a possible connection to a less common board. The absence of a mid-day meal program highlights a potential area for improvement in providing comprehensive support to the students.

Accessibility to the school is facilitated by all-weather roads, ensuring consistent access for students regardless of weather conditions. The school's academic year commences in April, aligning with the typical academic calendar in India. The school's location and structure highlight the challenges and realities faced by many rural schools in providing quality education to underserved communities.

The school's infrastructure, while basic, serves its purpose. The single classroom, however, underscores the need for potential expansion to accommodate increasing enrollment. The absence of a library and computer facilities indicates areas for improvement in enriching the learning environment, but also acknowledges the resource limitations faced by such rural institutions.

Despite limitations, the school plays a vital role in the community, providing primary education to children who might otherwise lack access. The dedication of the teaching staff, consisting of both male and female educators, ensures gender inclusivity and diverse teaching perspectives.

The school’s management, under the Madarsa Unrecognized umbrella, deserves recognition for its continuous operation, providing essential educational services for over three decades. Their perseverance in delivering education in a resource-constrained setting is noteworthy.

KACHUA NS KORANIA MADRASAH serves as a testament to the importance of educational access in rural communities. While improvements in infrastructure and resources would undoubtedly enhance the quality of education, the school's continued operation signifies a commitment to fostering learning and growth in the region. Further investments in educational resources and infrastructure would enhance the learning experience for the students considerably.

The school’s long-standing presence demonstrates resilience and dedication to providing education, despite facing challenges related to resources and infrastructure. The community's support and continued commitment to the school's success are essential to its future development. Further support from governmental or non-governmental organizations could significantly benefit this vital educational institution.

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.