239 NO DEKA JURAI MOQTAB

239 NO DEKA JURAI MOQTAB was established in 1943 and it is managed by the Department of Education. It is located in Rural area. It is located in HAILAKANDI block of HAILAKANDI district of Assam. The school consists of Grades from 1 to 5. The school is Co-educational and it have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Bengali is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Government building. It has got 2 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

239 No Deka Jurai Moqtab: A Rural Primary School in Assam, India

Nestled in the rural landscape of Hailakandi district, Assam, India, lies 239 No Deka Jurai Moqtab, a primary school with a rich history dating back to 1943. Managed by the Department of Education, this co-educational institution serves students from Class 1 to Class 5, offering a crucial foundation for their educational journey. The school’s commitment to education is evident in its dedicated teaching staff and its provision of a mid-day meal program, ensuring students receive both nourishment and learning opportunities.

The school’s infrastructure, while modest, provides a functional learning environment. Two classrooms, each in good condition, serve as the heart of the educational process. A separate room accommodates the head teacher, fostering a supportive environment for leadership and administration. The school’s facilities include one boys’ toilet and one girls’ toilet, ensuring basic sanitation for students. Importantly, ramps for disabled children ensure accessibility for all students, demonstrating the school’s commitment to inclusivity.

Instruction is delivered primarily in Bengali, reflecting the local linguistic context. The school’s curriculum is designed to cater to the specific needs of the students, laying a strong foundation for their future academic pursuits. Its rural setting presents unique challenges, but also offers opportunities for students to connect with their environment and community.

The school’s management structure is streamlined and focused on delivering quality education. The head teacher, F. Haque Mazumder, leads a team of two teachers, a male and a female, who work collaboratively to provide the best possible learning experience. The school’s adherence to the Department of Education’s guidelines ensures consistency and quality control.

Despite lacking certain amenities like electricity, a boundary wall, a playground, and a library, the school’s focus remains steadfast on providing a quality education. The absence of these resources highlights the need for further investment in the school’s infrastructure and resource base to enhance the learning experience for students. The school’s commitment to providing a mid-day meal underscores its dedication to ensuring that students have the necessary sustenance to concentrate on their studies.

The school’s location in a rural setting presents both opportunities and challenges. While access to resources might be more limited, the close-knit community provides a strong support system for the school and its students. The school’s rural setting fosters a connection between the curriculum and the local environment, offering unique learning experiences not found in urban settings.

239 No Deka Jurai Moqtab’s dedication to quality education within its resource constraints is commendable. The school serves as a beacon of hope and opportunity for the children in its community. Its consistent efforts to provide a structured and supportive environment for learning contribute significantly to the development of the local area.

The absence of certain amenities, such as computers and a computer-aided learning lab, emphasizes the need for government initiatives and community involvement to bridge the digital divide and enhance the school’s technological capabilities. Investing in these areas would significantly improve the students’ learning outcomes and prepare them for the demands of a rapidly changing world.

Future development plans for 239 No Deka Jurai Moqtab should prioritize infrastructure improvements to create a safer, more stimulating, and technologically advanced learning environment for the students. Such improvements would enable the school to better serve its community and equip its students with the skills necessary to thrive in the 21st century. The continued support of local authorities and community members will play a crucial role in achieving these goals.

In conclusion, 239 No Deka Jurai Moqtab, despite its modest resources, stands as a testament to the importance of accessible and quality education, particularly in rural communities. The school’s dedicated teachers, supportive management, and commitment to student well-being make it a valuable asset to the Hailakandi district, offering a solid educational foundation for the children under its care.