BHERAKHOWA PRE SR. MADRASSA

BHERAKHOWA 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 GAURIPUR 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 Government 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 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 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 Provided but not Prepared in School Premises providing mid-day meal.

Bherakhowa Pre Sr. Madrasa: A Comprehensive Overview

Bherakhowa Pre Sr. Madrasa, a government-run 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, this co-educational school serves the community of Gauripur block in Dhubri district. The school’s commitment to education is evident in its dedicated staff and accessible location, reachable via all-weather roads.

The school’s infrastructure comprises a government-provided building housing three well-maintained classrooms dedicated to instruction. These facilities are supplemented by two additional rooms for non-teaching activities, including a separate office for the head teacher, Rabiul Islam. While the school lacks a boundary wall and electricity, essential services are provided. Hand pumps ensure a reliable source of drinking water, and separate functional boys’ and girls’ toilets maintain hygiene.

Academically, Bherakhowa Pre Sr. Madrasa utilizes Assamese as its medium of instruction. The school’s curriculum caters to students from classes 6 to 8, following an academic calendar that begins in April. Eight male teachers provide instruction, with the school operating under the “Others” board for both Class 10 and Class 10+2 examinations. The absence of a pre-primary section focuses the school’s resources on upper primary education.

The school’s operational structure is noteworthy. While not a residential school, it offers mid-day meals sourced externally. The absence of a library, playground, computers, and computer-aided learning facilities highlights areas for potential future development and improvement. Furthermore, the school’s lack of a boundary wall and electricity access represents infrastructural challenges to be addressed.

The school’s single head teacher leads a team of eight teachers, reflecting a dedicated teaching force committed to the community’s educational needs. The absence of female teachers, contract teachers, and pre-primary teachers indicates the school’s current operational structure and future growth potential. The absence of ramps highlights a need for improved accessibility for differently-abled students.

The school’s rural location emphasizes its vital role in providing education to a community that may have limited access to other educational resources. The absence of a school library and computer facilities underscores potential areas for future development, which could significantly enhance the educational experience provided to the students.

Bherakhowa Pre Sr. Madrasa’s dedication to providing quality education in a rural setting is commendable, even with its limitations. The school’s infrastructural needs and potential opportunities for enhancement should be considered for the advancement of educational facilities in the area. The committed teaching staff remains crucial to the school’s success and contribution to the local community.

The school’s operational details, including its management by the Department of Education and its co-educational nature, further underscore its role within the broader educational landscape of Assam. The information on its establishment year, location, and contact information (though currently unavailable) provides a solid foundation for understanding the school’s context and position within its community.

This comprehensive overview sheds light on the operations, facilities, and academic structure of Bherakhowa Pre Sr. Madrasa. Further insights into future development plans, community engagement, and collaborations would enrich a broader understanding of the school’s impact on the lives of its students. The available data offers a clear picture of the school’s current strengths and areas ripe for improvement.

In conclusion, Bherakhowa Pre Sr. Madrasa represents a significant educational asset in its community, providing crucial upper primary education despite facing infrastructural and resource challenges. Its future development and continued success depend on addressing these challenges and building on its existing strengths. The school’s dedication to providing quality education to its students remains a testament to its commitment to the community.