BHASSANI PARA PRE-SENIOR MADRASSA

BHASSANI PARA PRE-SENIOR MADRASSA was established in 2005 and it is managed by the Madarsa Unrecognized. 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 Private 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 Hedges boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Tap Water 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 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.

BHASSANI PARA PRE-SENIOR MADRASSA: A Comprehensive Overview

BHASSANI PARA PRE-SENIOR MADRASSA, a private co-educational institution located in the rural area of BILASIPARA block, DHUBRI district, Assam, India, opened its doors in 2005. Operating under the “Madarsa Unrecognized” management, this upper primary school caters to students from classes 6 to 8. The school’s primary language of instruction is Assamese. Its easily accessible location ensures students can attend regardless of weather conditions, with the academic year commencing in April.

The school’s infrastructure comprises a private building featuring three well-maintained classrooms dedicated to teaching. Two additional rooms support non-teaching activities, while a separate space serves as an office for the headmaster and teachers. The school grounds are enclosed by hedges and boast a playground, providing ample space for recreation. The school’s water supply is reliable, sourced from a functional tap water system.

While the school lacks a library and computers, its eight male teachers are dedicated to providing quality education. The absence of a computer-aided learning lab doesn’t hinder the learning experience, as the focus remains on traditional teaching methods. The school’s management prioritizes accessibility for all students, and thus there are no ramps currently installed.

The school’s head teacher, HAFIZ LOKMAN ALI, leads a team focused on providing a strong educational foundation for students. The school follows the “Others” board for classes 10 and 10+2, highlighting a commitment to alternative educational pathways.

The school does not offer a pre-primary section, focusing solely on the upper primary level. This specialization allows for concentrated efforts in teaching students in classes 6 to 8. The school does not provide mid-day meals.

The institution’s commitment to education is clear, despite the absence of certain amenities found in larger schools. The lack of female teachers and computers, as well as the absence of a library, points toward a focus on core curriculum delivery. This might highlight the unique challenges and resource constraints faced by schools in rural areas.

Despite the limitations, BHASSANI PARA PRE-SENIOR MADRASSA provides crucial educational opportunities to children in the rural community. It is a testament to the dedication of the teachers and the importance placed on education within the community.

The school’s reliance on traditional teaching methods highlights the ongoing need for resources and support to enhance the educational experience. Future development might include acquiring computers, establishing a library, and potentially attracting more teaching staff to better support the student population.

The school’s unique characteristics offer a valuable case study for understanding the diverse landscape of education in India, particularly within underserved rural communities.

Further research into the school’s performance metrics and student outcomes would provide valuable insights into the efficacy of its teaching methods and the impact on students’ academic achievements. The school serves as a crucial part of the educational fabric of its community.