BOROITHHOLIPER PRE SR MADRASSA

BOROITHHOLIPER 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 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 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.

Boroithholiper Pre Sr Madrassa: A Rural Upper Primary School in Assam

Boroithholiper Pre Sr Madrassa, a co-educational upper primary school located in the rural heartland of Assam, India, offers a glimpse into the educational landscape of a developing region. Established in 1996, this institution, managed by the Department of Education, serves students from classes 6 to 8, focusing on providing quality education to the local community.

The school’s infrastructure presents a compelling narrative of its ongoing challenges. Housed in a dilapidated building, it possesses a single classroom, highlighting the pressing need for improved facilities. While the school boasts one boys’ toilet and one girls’ toilet, the absence of a boundary wall, electricity, and a playground underscores the need for infrastructural development to enhance the safety and learning environment for its students.

The school’s academic focus is on Bengali as the medium of instruction, employing a total of nine teachers, including eight male teachers and one female teacher. The absence of a pre-primary section reflects the school’s current concentration on upper primary education. The school follows the “Others” board for class 10 and class 10+2 examinations, indicating a unique educational path tailored to the local context. The head teacher, Abdul Hq. Laskar, leads the team, providing guidance and leadership.

Despite the limitations, the school demonstrates a commitment to providing essential services. While it lacks a library, computer facilities, and a computer-aided learning lab, the school does provide midday meals, although these are not prepared on the premises. The absence of drinking water facilities presents another significant challenge, requiring immediate attention to ensure the well-being of students. The lack of ramps also points towards a need for improved accessibility for students with disabilities.

The school’s location in the Katcherra block of Hailakandi district places it within a rural setting, emphasizing its vital role in providing educational opportunities to children in a remote area. The absence of a school bus and the need for all-weather road access highlight the potential difficulties faced by students in attending classes.

The academic year commences in April, marking the beginning of a new learning journey for the students. The dedication of the teaching staff, despite the numerous infrastructural challenges, is testament to their commitment to education. The school’s management actively seeks to address these challenges to enhance the overall learning experience and educational outcomes for the students.

In conclusion, Boroithholiper Pre Sr Madrassa, while facing numerous infrastructural hurdles, stands as a symbol of perseverance and commitment to education in a rural setting. Addressing the pressing needs for improved facilities, especially regarding the building, electricity, water supply, and playground, would significantly improve the school’s ability to provide a conducive learning environment. The school’s success hinges on sustained support to overcome these challenges and continue its valuable contribution to the local community’s educational development.

The information provided highlights the vital need for further investment and support to enhance the school’s resources and infrastructure, ultimately ensuring a brighter future for the students of Boroithholiper Pre Sr Madrassa. The school’s dedication to education in the face of adversity inspires a call to action, urging collaboration to transform this institution into a thriving center of learning.

Addressing the challenges faced by this school could serve as a model for similar rural institutions throughout the region, highlighting the importance of a holistic approach that addresses both infrastructural and educational needs. By prioritizing sustainable solutions and collaborative efforts, substantial progress can be made towards providing quality education to all children.