BARRENCHERRA PRE SR. MADRASSA

BARRENCHERRA PRE SR. MADRASSA was established in 1996 and it is managed by the Department of Education. It is located in Rural area. It is located in KATLICHERRA 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 have electric connection. The source of Drinking Water in the school is Hand Pumps 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 a 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 Provided and Prepared in School Premises providing mid-day meal.

Barrencherra Pre Sr. Madrasa: A Comprehensive Overview

Barrencherra Pre Sr. Madrasa, a co-educational upper primary school (grades 6-8), stands as a vital educational institution in the rural landscape of Assam, India. Established in 1996 under the Department of Education, the school serves the community of Katlicherra block in Hailakandi district. Its location, with coordinates 24.49811380 latitude and 92.57813730 longitude, and pincode 788161, provides a geographical context for its operation.

The school’s infrastructure presents a mixed picture. While the building itself is described as dilapidated, it nevertheless houses three functional classrooms, facilitating the educational process. The presence of a playground offers a space for recreational activities, contributing to the holistic development of the students. The school also benefits from access to electricity and utilizes hand pumps as a reliable source of drinking water. Sanitation is adequately addressed with one boys’ and one girls’ toilet, ensuring a healthier environment for students.

Despite its challenges, the school boasts a dedicated teaching staff. A total of nine teachers, including seven male and two female educators, are committed to providing quality education. The dedicated head teacher, Iqbal Uddin Barbhuiya, leads the institution, guiding its academic direction and ensuring smooth functioning. The school’s management ensures that meals are provided and prepared within the school premises, addressing the nutritional needs of the students.

The school’s academic focus lies primarily on Bengali as the medium of instruction, reflecting the regional linguistic context. The school follows a curriculum tailored for upper primary education, guiding students through grades 6 to 8. While it lacks a pre-primary section, and computer-aided learning, the school’s commitment to providing basic education remains steadfast.

The absence of a boundary wall highlights a need for infrastructural improvement. Similarly, the lack of a library and computer lab suggests areas for future development, which could enhance the learning experience and expand educational opportunities for the students. The school’s accessibility by all-weather road underscores its commitment to inclusivity, enabling students to attend regardless of weather conditions. The academic session commences in April, aligning with the broader educational calendar.

The school’s management operates under the Department of Education, benefiting from established support systems and administrative frameworks. Its rural setting highlights its role in providing essential educational services to underserved communities, fostering literacy and overall development within the region.

Barrencherra Pre Sr. Madrasa, while facing infrastructural challenges, remains a vital educational institution, embodying dedication and resilience. Its accessibility, dedicated teaching staff, and provision of midday meals make it a crucial element of the community it serves. The school’s commitment to education and its role in shaping future generations are commendable and deserving of recognition.

Despite the limitations, the school’s steadfast commitment to providing education is evident. The school’s focus on providing a quality education to children from the surrounding rural area underscores its significance to the community and highlights the need for continued support and potential future development initiatives. The dedicated team of teachers and the head teacher’s leadership contribute significantly to the school’s success.

In conclusion, Barrencherra Pre Sr. Madrasa stands as a symbol of dedication in the face of resource constraints. With the support of government agencies and other stakeholders, this educational institution has the potential to further grow and better serve the needs of its students and the surrounding community. Its contributions to literacy and community development should be applauded and supported for continued growth and success.