BAKPARA ME MADRASSA

BAKPARA ME MADRASSA was established in 1985 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in BILASIPARA block of DHUBRI 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. 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 Rent Free Building 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 Well 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 540 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.

BAKPARA ME MADRASSA: A Rural Upper Primary School in Assam

BAKPARA ME MADRASSA, a co-educational upper primary school located in the rural area of BILASIPARA block, DHUBRI district, Assam, offers a unique glimpse into the educational landscape of the region. Established in 1985, this Pvt. Aided institution provides education to students from Class 6 to Class 8, playing a vital role in the community’s development. The school’s commitment to education is evident in its dedicated staff and available resources.

The school operates from a rent-free building, providing a conducive learning environment for its students. The facility features three well-maintained classrooms, ensuring sufficient space for effective teaching. Beyond the classrooms, the school also boasts a library stocked with 540 books and a playground, fostering a holistic learning experience. The availability of a well as a source of drinking water further demonstrates the school’s commitment to student well-being.

With a total of seven teachers, including six male and one female teacher, the school provides a teacher-student ratio that facilitates personalized attention. The head teacher, SANOWAR HUSSAIN MONDAL, leads the dedicated team in delivering quality education. Assamese serves as the primary medium of instruction, ensuring accessibility for the local student population. The school operates under the “Others” board for both Class 10 and Class 10+2 examinations.

The school’s infrastructure, while modest, is functional. The absence of a boundary wall and electricity connection presents challenges, yet the school compensates for these limitations through its robust academic program and commitment to providing a mid-day meal prepared on the school premises.

Importantly, the school’s rural location underscores its crucial role in bridging the educational gap in underserved areas. Its accessibility via an all-weather road ensures that students can attend regardless of weather conditions. The April start to the academic session aligns with the regional calendar, further integrating the school into the community’s rhythm.

BAKPARA ME MADRASSA’s dedication to its students is exemplified by its library, playground, and the provision of a mid-day meal. These amenities are crucial in supporting student learning and well-being, recognizing that education extends beyond textbooks and classrooms.

While the school lacks computer-aided learning and computer facilities, its commitment to providing a functional and nurturing environment makes it a valuable asset to the community. The school’s focus on providing a quality education within its resource limitations speaks volumes about its dedication to the students’ academic success.

The school’s management structure as a Pvt. Aided institution highlights the collaborative effort between private and public entities to support education in rural areas. This model demonstrates a potentially effective pathway towards providing quality education in regions with limited resources. Further investment and support could elevate the school’s capabilities and expand its impact on the community.

In conclusion, BAKPARA ME MADRASSA stands as a testament to the resilience and commitment of educational institutions in rural settings. Its dedication to providing a quality education, despite resource limitations, positions it as a vital pillar of the community. This case study serves as a powerful reminder of the significant role smaller schools play in shaping the future of their students and, consequently, the future of Assam.