BEHIYALA PRE.SR.MADRASSA

BEHIYALA PRE.SR.MADRASSA was established in 1999 and it is managed by the Unrecognised. 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 1 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 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 Provided providing mid-day meal.

Behiyala Pre. Sr. Madrasa: A Rural Upper Primary School in Assam

Behiyala Pre. Sr. Madrasa, located in the rural heartland of Hailakandi district, Assam, is an upper primary school catering to students from classes 6 to 8. Established in 1999, this co-educational institution operates under unrecognised management, providing education primarily in Bengali. The school’s infrastructure presents challenges, highlighting the need for improvements in resources and facilities.

The school’s physical structure is described as dilapidated, a stark contrast to the dedication of its ten teachers. Despite the building’s condition, the single available classroom is functional. The school’s lack of a boundary wall, electricity, and a library presents further obstacles. The absence of a playground limits recreational opportunities for the students. The lack of access to drinking water and the absence of ramps indicate accessibility issues for students with disabilities.

The teaching staff comprises eight male teachers and two female teachers, led by head teacher Abdul Hamid Laskar. The school’s operational challenges include the absence of computer-aided learning, indicating a need for digital resources to enhance learning. Furthermore, the school does not currently offer midday meals, which could impact the well-being and academic performance of students from less privileged backgrounds.

While the school lacks several crucial resources, its dedication to providing education in a rural setting is noteworthy. The single classroom, despite its limitations, facilitates learning for students from the surrounding area. The staff’s commitment amidst challenging circumstances underscores their dedication to the children’s education. However, the absence of basic facilities like electricity, drinking water, and a boundary wall necessitates urgent intervention.

The lack of a library and computer-aided learning severely restricts the children’s access to learning materials and modern educational tools. This disparity compared to better-equipped schools underscores the need for targeted investment in rural education infrastructure. The absence of toilets is particularly concerning and highlights the need for immediate improvements to sanitation facilities for the safety and well-being of the students.

The school’s location in a rural area makes accessibility a critical factor. The need for improved infrastructure, including roads and transportation, is essential for ensuring the students’ consistent attendance and overall school experience. The absence of a school bus or other transport options further exacerbates this challenge for students from distant areas.

The unrecognised status of the school’s management is another area that warrants attention. Securing official recognition could open doors to government funding and support, leading to substantial improvements in facilities and resources. Such support could pave the way for enhancements to the school building, the provision of essential amenities, and the implementation of effective educational programs.

Addressing the numerous infrastructural and resource-related shortcomings requires a multifaceted approach. It requires collaborative efforts from governmental organizations, non-governmental organizations, and local communities. This collaborative approach will be vital in bringing about positive and sustainable changes that will benefit the students.

The Behiyala Pre. Sr. Madrasa exemplifies the challenges faced by many rural schools in Assam. While the dedication of the teaching staff is commendable, significant improvements in infrastructure, resources, and administrative support are necessary to provide the students with a conducive learning environment. This will enable them to achieve their full educational potential and contribute positively to their community.

The future of the school hinges on securing the necessary resources and support to overcome these challenges. With improved infrastructure, updated teaching resources, and increased access to amenities, the school can provide a high-quality education, empowering students to reach their full potential and become contributing members of society. Efforts to improve the school’s facilities should prioritize the provision of clean drinking water, functional toilets, and a safe, secure learning environment for all students.