ABDUL KHALIQUE LASKAR MEM

ABDUL KHALIQUE LASKAR MEM was established in 1990 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in KATLICHERRA 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 1 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 0 boys toilet and it is functional. and 0 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 Not Provided providing mid-day meal.

ABDUL KHALIQUE LASKAR MEM: A Rural Upper Primary School in Assam

ABDUL KHALIQUE LASKAR MEM, a private aided upper primary school, stands as a testament to educational access in rural Assam. Established in 1990, this co-educational institution serves students from classes 6 to 8, offering a crucial stage of learning in the region. The school’s location in the KATLICHERRA block of HAILAKANDI district places it within a community heavily reliant on its educational services.

The school’s infrastructure, while modest, plays a vital role in the community. Operating within a rent-free building, the school boasts one classroom, ensuring students have a dedicated space for learning. While lacking amenities like a boundary wall, electricity, and a playground, the school prioritizes academic instruction, employing a dedicated teaching staff.

The teaching staff comprises seven male teachers and one female teacher, working together to provide instruction in Bengali, the primary medium of instruction. Headed by SAUMITRA DAS, the school functions with a total of eight teachers, ensuring adequate attention to students’ needs. The school’s curriculum follows the ‘Others’ board for classes 10 and 10+2, indicating a unique approach to education tailored to the local context.

Despite its limitations, the school’s commitment to education is evident. The absence of computer-aided learning facilities and a library reflects the resource constraints faced by many rural schools. However, the dedicated teachers and the provision of a classroom highlight the unwavering commitment to providing educational opportunities to the students.

The school’s rural setting poses unique challenges, including the lack of electricity, a boundary wall, a playground, and a library. Access to drinking water is also a significant issue, currently identified as “None.” The school’s lack of computer facilities further underscores the need for technological upgrades to enhance learning opportunities.

The absence of additional facilities such as a library and a playground reflects the economic realities of the region and highlights the need for increased investment in rural education infrastructure. However, the school’s continued operation speaks volumes about its importance to the community. The school’s management team, despite resource limitations, works tirelessly to create a learning environment for the students.

The fact that the school is a “Pvt. Aided” institution suggests a blend of private and government support, indicating a collaborative effort to maintain educational standards. Further investment in this model could significantly improve educational outcomes in similar underserved rural communities.

The school’s geographical location in a rural area presents both opportunities and challenges. While the rural setting offers a unique learning environment, it simultaneously presents hurdles in terms of infrastructure and resource access. Bridging this gap requires targeted initiatives to improve amenities and learning resources.

The commitment of the school’s teachers, despite the lack of modern resources, is a testament to the dedication required to provide quality education in a resource-constrained environment. Their commitment deserves recognition and support.

The success of ABDUL KHALIQUE LASKAR MEM lies not only in its academic achievements but also in its role as a vital community hub. By providing education to students in a remote area, the school contributes significantly to social development and fosters hope for the future. Investing in such schools is essential for equitable access to quality education for all.