ALHAJ KUTI MIA PRE SRB

ALHAJ KUTI MIA PRE SRB was established in 2000 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in PATHERKANDI block of KARIMGANJ 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 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 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 a playground. The school has a library and has 500 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 having a computer aided learning lab. The school is Not Provided providing mid-day meal.

ALHAJ KUTI MIA PRE SRB: A Rural Upper Primary School in Assam, India

ALHAJ KUTI MIA PRE SRB is a rural upper primary school located in the Patherkandi block of Karimganj district, Assam, India. Established in 2000, this co-educational institution is managed by Madarsa Unrecognized and caters to students from Class 6 to Class 8. The school’s primary medium of instruction is Bengali, reflecting the local linguistic landscape. Its rural setting underscores the importance of educational access in underserved communities.

The school building, privately owned, houses three classrooms, all in good condition. Beyond the classrooms, the school provides a separate room for the head teacher and two additional rooms for non-teaching activities. Despite its location in a rural area, the school boasts a library stocked with 500 books, indicating a commitment to academic enrichment. The presence of a playground further enhances the learning environment by promoting physical activity and recreation.

A notable feature of ALHAJ KUTI MIA PRE SRB is its computer-aided learning lab, showcasing an adoption of modern technology within the educational framework. This initiative aims to bridge the digital divide and equip students with essential 21st-century skills. However, the absence of electricity presents a challenge to fully harness the potential of this technology, highlighting the need for infrastructural improvements.

The school’s teaching staff consists of ten teachers, comprising eight male and two female educators. This highlights a gender disparity in teaching roles, offering a potential area for future development and diversification within the faculty. The school head teacher, MD. ABDUS SHAHID LASKAR, oversees the educational operation and guides the staff in delivering a quality education. The absence of a pre-primary section indicates a focus solely on upper primary education within the institution. Additionally, the school does not currently provide meals to students.

The school’s academic curriculum follows an “Others” board for both Class 10 and Class 10+2 examinations, suggesting a unique approach to the curriculum or potentially highlighting the need for affiliation with recognized examination boards to enhance the students’ future prospects. The school’s lack of a boundary wall might pose security concerns, suggesting a potential need for infrastructural enhancements and increased security measures.

The lack of drinking water facilities at the school is a significant concern. Addressing this deficiency is vital for the well-being of the students and ensures a healthier learning environment. The absence of ramps also presents an accessibility challenge, requiring consideration for inclusive education practices.

The school’s reliance on other recognized boards necessitates closer investigation of its academic credentials and the alignment of its curriculum with national standards. Further, the absence of computers for teaching and learning, despite the presence of a computer lab, underscores the need for additional resources to fully utilize the available infrastructure.

In conclusion, ALHAJ KUTI MIA PRE SRB demonstrates a commitment to education in a rural setting, despite facing infrastructural and resource limitations. Addressing the identified challenges regarding electricity, drinking water, accessibility, and boundary security would significantly enhance the school’s capacity to provide a high-quality, safe, and inclusive learning environment for its students. The school’s use of other examination boards warrants further investigation and potentially a transition to nationally recognized boards.