MADARSA ISLAMIA MAKTUBIA NOUNADI

Madarsa Islamia Maktubia Nounadi: A Comprehensive Profile of a Rural Bihar School

Madarsa Islamia Maktubia Nounadi, a government-run co-educational primary and upper primary school (classes 1-8), stands as a vital educational institution in the rural landscape of Pothia block, Kishanganj district, Bihar. Established in 1965, the school operates under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), serving the educational needs of the local community. Instruction is primarily delivered in Urdu, reflecting the linguistic context of the region.

The school's infrastructure comprises a government building, equipped with nine classrooms in good condition. Additional rooms cater to non-teaching activities, and a dedicated space serves as the head teacher's office. The school's physical boundaries are defined by a sturdy pucca wall, offering security and a defined learning environment. Access to clean drinking water is ensured through functional hand pumps located within the school premises. Furthermore, the school is accessible via an all-weather road, ensuring year-round connectivity. The school's academic year commences in April.

While the school lacks electricity and a dedicated library or playground, it does boast functional boys' and girls' toilets, signifying a commitment to basic sanitation and hygiene. The absence of a computer lab or computers reflects the school’s current technological limitations, although the provision of ramps for disabled children underscores an effort to ensure inclusivity. Importantly, the school provides and prepares midday meals on its premises, addressing the nutritional needs of its students.

The school's teaching staff consists of six male teachers and a head teacher, Idrees Alam. The absence of female teachers and a pre-primary section reflects the specific needs and demographics of the community served. The school's academic board for classes 10 and 10+2 is listed as "Others," indicating a possible affiliation with a non-standard board of education. The school does not operate as a residential facility.

The geographical coordinates (latitude: 26.31488810, longitude: 88.17669930) and pin code (855117) provide precise location details for potential visitors or researchers. The lack of contact information (phone number or email address) presents a potential obstacle to direct communication, suggesting that information may need to be sought through alternative channels.

The school's overall profile illustrates the challenges and realities of providing education in a rural setting. While limited in certain resources, Madarsa Islamia Maktubia Nounadi demonstrates a commitment to basic education and inclusivity. The school's enduring presence since 1965 highlights its significance within the community. Further improvements in infrastructure and resources would likely enhance the quality of education provided.

Madarsa Islamia Maktubia Nounadi serves as a case study of rural education in Bihar, highlighting both the successes and limitations faced by educational institutions in underserved areas. The school's commitment to providing basic education, despite limited resources, is commendable. The school's reliance on Urdu as the primary language of instruction also underscores the importance of linguistic considerations in educational planning.

The school's unique characteristics make it a worthwhile subject for further study, potentially offering valuable insights into optimizing educational provision in similar settings. Future research might explore the effectiveness of the current teaching methods, the impact of limited resources on student outcomes, and the community's engagement with the school's activities. This information could contribute to more effective strategies for improving educational access and quality in similar contexts.

The data provided offers a snapshot of Madarsa Islamia Maktubia Nounadi's current state, underscoring the complexities inherent in providing quality education in rural areas. Further investigation and engagement with the school and community are crucial to gain a more holistic understanding of its operation and impact. The school's continued operation, however, speaks volumes about its ongoing contribution to the educational landscape of the region.

By understanding the specific context of Madarsa Islamia Maktubia Nounadi, policymakers and educators can develop targeted strategies to address the challenges and opportunities presented by rural education in India. The school serves as a testament to the resilience of the education system and the dedication of those who strive to provide educational opportunities in even the most resource-constrained settings. The school's success relies on continued community support and access to additional resources.

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.