MADARSA BAHRUL ULOOM DHOKERPAT

Madarsa Bahrul Uloom Dhokerpat: A Comprehensive Overview

Madarsa Bahrul Uloom Dhokerpat, a government-run co-educational primary and upper-primary school (classes 1-8), stands as a vital educational institution in the rural landscape of Bihar, India. Established in 1980, it operates under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board). Its location in the Bahadurganj block of Kishanganj district places it within a community it serves diligently.

The school's infrastructure comprises a government building equipped with eight classrooms, all maintained in good condition. These classrooms facilitate instruction in Urdu, the school's primary language of teaching. Furthermore, the school boasts a dedicated room for the head teacher, ensuring administrative efficiency. The presence of a functional boys' and girls' toilet underlines the school's commitment to providing basic amenities for its students. A reliable source of drinking water, namely hand pumps, is available on the premises.

Madarsa Bahrul Uloom Dhokerpat's operational aspects reveal a dedicated faculty. Six male teachers contribute to the educational process, ensuring a strong teaching force. The school's academic year commences in April, adhering to the standard academic calendar. The school’s commitment to its students also extends to providing meals prepared and served on the premises.

Despite its contributions to the community, the school also faces certain infrastructural limitations. The absence of a boundary wall, electricity connection, library, playground and computer-aided learning facilities underscore the need for future enhancements. These factors highlight areas ripe for improvement and potential investment to further elevate the learning environment.

The school's leadership consists of one head teacher, Md Shahidur Rahaman, who oversees the academic and administrative functions. The fact that the school shifted to its current location indicates a commitment to growth and better positioning within the community. The lack of pre-primary sections and the absence of female teachers present opportunities for future expansion and diversification of teaching staff.

The school's unique identity as a Madarsa recognized by the Wakf Board/Madarsa Board reflects its commitment to a specific pedagogical approach. This influences the instructional methods and curriculum, serving the specific needs of the student body. This specific recognition also dictates certain administrative and regulatory aspects, making it stand out from conventional schools.

While Madarsa Bahrul Uloom Dhokerpat lacks advanced technological resources, its dedication to providing a basic education remains evident. The school's fundamental infrastructure ensures the delivery of classes from first to eighth grade, covering a vital stage of a child's education. The provision of midday meals showcases the school's commitment to student well-being, ensuring that hunger does not impede their learning.

The school's location in a rural area highlights the significance of its role in providing educational access to a community that might otherwise lack readily available facilities. Its long history, dating back to 1980, positions it as a cornerstone of the local educational landscape, contributing to the development of the community's human capital.

The availability of an all-weather road ensures accessibility for students, irrespective of weather conditions. This simple yet crucial factor underpins the school's reach and ability to provide uninterrupted education. The commitment to providing a safe and accessible learning space, even in the absence of certain modern amenities, is the hallmark of the school's determined efforts.

In summary, Madarsa Bahrul Uloom Dhokerpat, despite its infrastructural challenges, plays a critical role in providing primary and upper-primary education in a rural community. Its dedicated teachers, accessible location, and commitment to providing meals are essential aspects of its service. With focused investment in areas like infrastructure and technology, the school's potential for even greater impact on the community can be realized.

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.