A K AZAD MEMO PRE SR MADRASSA

A K AZAD MEMO PRE SR MADRASSA was established in 1988 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in HAILAKANDI block of HAILAKANDI 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. 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 Rent Free Building 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 Well and it is functional. The school has 0 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.

A K Azad Memo Pre Sr Madrasa: A Comprehensive Profile

A K Azad Memo Pre Sr Madrasa, a co-educational upper primary school (grades 6-8), stands as a vital educational institution in the rural heartland of Hailakandi district, Assam. Established in 1988, this Pvt. Aided school serves its community with a dedicated team of nine teachers, including six male and three female educators, led by Head Teacher MUSLIMA BEGUM LASKAR. The school operates from a rent-free building, equipped with three classrooms conducive to learning.

Instruction is delivered in Bengali, catering to the local linguistic landscape. While the school offers a comprehensive upper primary curriculum, it does not have a pre-primary section. Students completing their education here typically pursue further studies under “Others” boards, reflecting the diverse educational pathways available beyond this stage.

The school’s infrastructure is characterized by its resourceful utilization of available resources. It boasts a functional well as its source of drinking water, ensuring the students’ hydration needs are met. A single girls’ toilet facility is available, underscoring the school’s commitment to providing basic amenities. However, the school lacks certain amenities such as a boundary wall, electricity, a playground, and a library. The absence of computer-aided learning further highlights the need for enhanced resources and infrastructure development.

Despite these limitations, the school demonstrates a commitment to student well-being by providing and preparing meals on the school premises. This nutritional support ensures that students can focus on their studies without worrying about their daily sustenance. The school’s operational efficiency is exemplified by the absence of contract teachers, indicating a focus on maintaining a stable and experienced teaching staff.

The school’s location in a rural setting presents both challenges and opportunities. While access to advanced resources might be limited, the close-knit community fosters a strong sense of belonging and shared responsibility. The school’s continued operation for over three decades demonstrates its resilience and the community’s commitment to education.

Further development in areas such as infrastructure improvements, technology integration, and library facilities would significantly enhance the learning experience for the students. Providing additional toilet facilities would further contribute to creating a safe and hygienic environment for both boys and girls.

The lack of a boundary wall presents a security concern that requires attention to ensure the safety and security of students and staff. The absence of electricity poses a challenge for various operational aspects of the school, including lighting, technology use, and potentially even the preservation of teaching materials.

Securing electricity access would be a significant step toward modernizing the school and enabling the adoption of technology-integrated learning methods. The absence of a playground limits opportunities for physical activity and recreation, an essential element of holistic child development.

Establishing a library with a collection of books would significantly enrich the students’ learning experience and foster a love for reading and knowledge acquisition. The addition of computer-aided learning would provide students with access to technology and enhance their digital literacy skills.

A K Azad Memo Pre Sr Madrasa, despite its current limitations, plays a crucial role in providing primary education to the children of the Hailakandi region. With focused investment in infrastructure and resource development, the school has the potential to become an even more effective centre of learning, empowering its students to reach their full potential.