AMBARI SHAHI ISLAMIA HIGH MADRASSA

AMBARI SHAHI ISLAMIA HIGH MADRASSA was established in 1975 and it is managed by the Department of Education. It is located in Rural area. It is located in BILASIPARA block of DHUBRI district of Assam. The school consists of Grades from 9 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 Government building. It has got 0 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 have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 2 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has a library and has 499 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.

Ambari Shahi Islamia High Madrasa: A Profile of a Rural Assam School

Ambari Shahi Islamia High Madrasa, a government-run co-educational secondary school (grades 9-10), stands as a vital educational institution in the rural landscape of Bilasipara, Dhubri district, Assam. Established in 1975 under the Department of Education, it serves a crucial role in providing secondary education to the local community.

The school’s infrastructure, while functional, presents a picture of modest resources. The school operates within a government building, equipped with a library containing 499 books. Clean drinking water is readily available through a tap water system. Two functional boys’ toilets cater to the student population’s needs. The absence of a boundary wall and playground reflects the school’s ongoing needs for infrastructural development. Importantly, the school utilizes Assamese as its primary language of instruction, reflecting the regional linguistic context.

Despite the absence of computer-aided learning facilities and computers, the school boasts a dedicated teaching staff of 10 male teachers, committed to providing quality education. The school follows the State Board curriculum for its Class 10 examinations, and “Others” for higher secondary education, aligning its academic standards with the state’s education system.

The school’s rural location presents both challenges and opportunities. While accessibility by all-weather roads ensures connectivity, the need for further infrastructural improvements is evident. The lack of a boundary wall and a playground highlights areas requiring attention to enhance the overall learning environment. The absence of female teachers is another aspect needing consideration.

Ambari Shahi Islamia High Madrasa’s commitment to providing secondary education within a rural setting underscores its importance to the community. The school’s dedication to providing quality education, despite resource limitations, shines through its dedicated teaching staff and existing resources such as the library and functional toilet facilities.

The school’s operational details further highlight its focus on academics. The school’s academic year begins in April, and it does not offer a pre-primary section or any residential facilities. The school does not operate as a shift school and is not providing mid-day meals.

Further development of Ambari Shahi Islamia High Madrasa’s infrastructure would significantly enhance the educational experience for its students. The addition of a boundary wall, playground, and computer facilities could foster a more holistic and engaging learning environment. Equally important is the need to explore the potential for attracting female teachers.

Ambari Shahi Islamia High Madrasa’s contribution to the educational landscape of rural Assam is noteworthy. Its dedicated staff and commitment to providing education despite resource limitations are commendable. By addressing its infrastructural needs, the school has the potential to further enrich the lives and educational prospects of its students.

The school’s unique features, such as its focus on Assamese instruction, reflect its integration within the local community. It serves as a testament to the power of education in rural areas, and efforts to support its development are essential for ensuring continued educational growth and opportunity.

In conclusion, Ambari Shahi Islamia High Madrasa represents a vital part of the educational fabric of rural Assam. Through a focus on academic excellence and community engagement, the school makes a significant contribution. Continued support and investment in its development will undoubtedly enhance its ability to serve the educational needs of the community for years to come.