3 NO. GORAIMARI ME MADRASA

3 NO. GORAIMARI ME MADRASA was established in 1993 and it is managed by the Department of Education. It is located in Rural area. It is located in BOROBAZAR block of CHIRANG district of Assam. The school consists of Grades from 6 to 8. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Assamese 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 Private building. It has got 3 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 Hand Pumps 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 a 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.

3 No. Goraimari ME Madrasa: A Comprehensive Overview of a Rural Upper Primary School in Assam

3 No. Goraimari ME Madrasa, a co-educational upper primary school nestled in the rural landscape of Chirang district, Assam, offers a glimpse into the educational landscape of this region. Established in 1993 under the Department of Education, the school caters to students from classes 6 to 8, providing a crucial link in their educational journey.

The school’s infrastructure comprises a private building housing three classrooms, all in good condition, and additional rooms for non-teaching activities and the head teacher. A playground provides recreational space for students, while the absence of a boundary wall presents a unique characteristic of the school’s setting.

The school’s functionality is enhanced by the availability of hand pumps providing drinking water, and separate functional boys’ and girls’ toilets. The teaching staff consists of a team of six teachers, including five male teachers and one female teacher, headed by Sofior Rahman. Instruction is imparted primarily in Assamese.

The school’s operational features include a mid-day meal program prepared on-site, ensuring that students receive proper nourishment. However, the school lacks essential amenities such as electricity and a library, which could impact the overall learning environment. The absence of a computer lab further limits access to modern educational technologies.

Despite the absence of certain amenities, the school serves a vital role within its community, providing upper primary education to students in a rural area. Its location, accessible via all-weather roads, ensures consistent attendance. The academic year follows a typical April commencement.

The school’s management structure, under the Department of Education, ensures its adherence to educational standards. The absence of pre-primary sections and reliance on traditional teaching methods highlight its unique operational approach.

The school’s status as a non-residential institution eliminates certain logistical considerations while focusing on daily educational activities. Furthermore, its classification as “Others” in terms of examination boards for classes 10 and 10+2 suggests its adherence to a distinct examination structure.

The lack of computers and computer-aided learning facilities presents an opportunity for improvement and modernization. The integration of technology could enhance the learning experience and prepare students for a technology-driven world.

The availability of a playground stands as a positive aspect, emphasizing the importance of physical activity and extracurricular engagement. However, the absence of a library limits access to supplementary reading materials and hinders self-directed learning.

In conclusion, 3 No. Goraimari ME Madrasa represents a fundamental pillar of education within its community, providing essential upper primary schooling. While lacking certain modern amenities, its commitment to providing a functional learning environment remains evident. The school’s unique operational characteristics and its contribution to the educational landscape of rural Assam deserve recognition and further study.