ALLAMAH TAYUBUR RAHMAN PSM

ALLAMAH TAYUBUR RAHMAN PSM was established in 1996 and it is managed by the Department of Education. 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 Dilapidated 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 1 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 Not Applicable providing mid-day meal.

Allamah Tayubur Rahman PSM: A Rural Upper Primary School in Assam

Allamah Tayubur Rahman PSM, a government-run upper primary school, stands in the rural heartland of Hailakandi district, Assam. Established in 1996 under the Department of Education, this co-educational institution serves students from classes 6 to 8, providing crucial education in a region where access to quality schooling can be limited. The school’s primary language of instruction is Bengali, reflecting the local linguistic landscape. The school operates from April onwards, following the typical academic calendar for the region.

The school’s infrastructure presents a challenge. Housed in a dilapidated building, the facilities are modest. Despite the limitations, the school maintains three classrooms, all in good condition, ensuring sufficient space for learning. However, the lack of a boundary wall and electricity poses safety and operational concerns. The absence of a playground and library further restricts extracurricular activities and access to broader learning resources. Sanitary facilities, while functional, are basic, with one boys’ toilet and one girls’ toilet available.

The school’s teaching staff consists of nine male teachers, dedicated to educating the students despite resource constraints. The absence of female teachers and a pre-primary section highlights areas needing attention for comprehensive educational development. The school leadership is headed by one head teacher, Samsir Uddin Laskar, guiding the school’s operations and educational direction. The school’s management structure is firmly under the Department of Education, signifying its position within the state’s educational framework.

Despite its rural location, Allamah Tayubur Rahman PSM plays a vital role in the community, providing upper primary education to local children. The absence of computer-aided learning and a library reflects the need for resource augmentation. The lack of a boundary wall, electricity, and playground underscores the infrastructure challenges facing the school, yet this has not deterred the teachers from offering their services to the community’s students.

The school’s management seeks to improve the school’s facilities and resources, aiming to create a more conducive learning environment. The school’s location in a rural area presents logistical challenges in providing access to advanced resources and technologies but its commitment to educating the community’s children remains strong.

The school’s reliance on the Department of Education for resources necessitates collaborative efforts to improve the facilities and resources available to students and teachers. This involves securing funding for renovations, electricity provision, and the establishment of a library and playground.

Addressing the lack of a boundary wall is crucial for ensuring the safety and security of the school and its students. Efforts should focus on constructing a secure perimeter to safeguard the students and educational materials. Providing electricity would significantly enhance the educational experience, allowing for improved lighting, the use of technological resources, and extended learning hours.

Creating a functional library with books is vital to enrich learning, supplementing classroom instruction. The library’s creation is also pivotal in fostering reading habits and developing the students’ intellectual curiosity and research abilities. Similarly, the establishment of a playground is crucial for promoting physical activity, teamwork, and overall student well-being.

The absence of computers highlights the need for technological integration into the curriculum. The introduction of computer-aided learning would help modernize teaching methods, bridging the technological gap and exposing students to digital tools crucial for their future.

The dedication of the school’s teaching staff remains a beacon of hope for improving learning outcomes. Their commitment to educating the students, despite the challenging circumstances, highlights the importance of supporting their efforts to provide high-quality education in underserved rural areas.

The overall improvement of Allamah Tayubur Rahman PSM requires a multifaceted approach involving infrastructural development, resource allocation, and community engagement. By addressing the challenges and leveraging the dedication of its teachers, the school can serve as a model for providing quality education in rural settings, despite limited resources.