AIRMARI SR. MADRASSA

AIRMARI SR. MADRASSA was established in 1997 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in CHAPOR block of DHUBRI district of Assam. The school consists of Grades from 6 to 10. 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 5 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 a playground. The school has a 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.

AIRMARI SR. MADRASSA: A Comprehensive Overview

AIRMARI SR. MADRASSA, a private aided co-educational school located in the rural CHAPOR block of DHUBRI district, Assam, offers a valuable educational service to the community. Established in 1997, the school provides upper primary and secondary education (classes 6-10) with Assamese as the medium of instruction. The school’s commitment to education is evident in its dedicated staff of 17 teachers – 14 male and 3 female – who strive to provide quality instruction to their students. The school operates within a private building, equipped with five classrooms in good condition and additional rooms for non-teaching activities.

The school’s infrastructure, while modest, includes essential facilities. A functional well provides drinking water, and a playground offers a space for recreation and physical activity. A library is available for students, although it currently lacks books. Notably, the school provides and prepares mid-day meals on its premises, ensuring students receive proper nutrition alongside their education. The school’s commitment to its students is further highlighted by its single functional girls’ toilet, a crucial element of sanitation and hygiene.

AIRMARI SR. MADRASSA follows the State Board curriculum for class 10 and uses “Others” for class 10+2. The school is accessible via an all-weather road, and its academic session commences in April. Despite lacking electricity and a boundary wall, the school provides a valuable educational service to the surrounding community. The absence of computer-aided learning facilities and computers reflects a need for future development, though the school’s focus remains on providing a fundamental education.

The school’s management adheres to the State Board for Class 10 and “Others” for Class 10+2, indicating a commitment to providing a comprehensive education aligned with established curricula. The absence of a pre-primary section, residential facilities, ramps for disabled students, and head teachers is noteworthy and suggests areas for potential future expansion and improvement.

The school’s location in a rural area underscores its vital role in providing educational opportunities to students in a less-developed region. While lacking certain modern amenities like computers and computer-aided learning, the school’s dedicated teachers and provision of a mid-day meal demonstrate a strong commitment to student well-being.

The availability of a library, even without books currently, suggests a future aim towards enhancing learning resources. The presence of a playground reflects an understanding of the importance of extracurricular activities in a student’s holistic development.

While AIRMARI SR. MADRASSA may lack some of the advanced facilities found in urban schools, its dedication to providing quality education within its limitations is commendable. The school’s future development could involve focusing on infrastructure improvements, the addition of resources to the library, and the implementation of computer-aided learning technologies to enhance the learning experience.

The school’s commitment to providing a safe learning environment is evident through the functional girls’ toilet. This highlights a priority placed on hygiene and well-being, despite limitations in other areas. The absence of boys’ toilets, however, presents an area for urgent attention and improvement.

The lack of a boundary wall presents a potential security concern. Investing in a boundary wall would enhance the safety and security of the school premises, creating a more conducive learning environment.

Looking ahead, AIRMARI SR. MADRASSA has the potential to grow and further improve its facilities to better serve its students. By addressing the identified needs, including infrastructure improvements, resource acquisition, and technological integration, the school can continue to play a significant role in the educational landscape of its community.