BOYTULAR CHAR PRE SR.MAD.

BOYTULAR CHAR PRE SR.MAD. was established in 2006 and it is managed by the Madarsa Unrecognized. 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 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 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 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has a playground. The school has a library and has 2 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.

Boytular Char Pre Sr. Mad.: A Rural Upper Primary School in Assam

Boytular Char Pre Sr. Mad. is a rural upper primary school located in the Gauripur block of Dhubri district, Assam. Established in 2006, this co-educational institution is managed by the Madarsa Unrecognized and caters to students from classes 6 to 8. The school’s primary instruction medium is Assamese, reflecting the local linguistic context.

The school’s infrastructure includes a private building with three classrooms, all in good condition. While the school lacks a boundary wall and electrical connection, it boasts a functional playground and a library containing two books. The provision of hand pumps ensures access to drinking water for students and staff. The school’s accessibility is further enhanced by its all-weather road approach.

The school’s academic structure is focused on upper primary education, with a total of eight teachers – seven male and one female – guiding the students. The absence of a pre-primary section and a midday meal program are notable aspects of the school’s current operational framework.

The school’s management, under the leadership of Head Teacher Abdul Motaleb Mondal, operates under the Madarsa Unrecognized framework. The school’s academic year commences in April, following the standard academic calendar of the region. The school’s rural setting influences its operational structure and resource availability.

The lack of computers and a computer-aided learning lab highlights a potential area for improvement in the school’s technological infrastructure. Similarly, the absence of a boundary wall poses a potential security concern that warrants attention. However, the presence of a library, albeit small, indicates a commitment to fostering a reading culture among the students.

Despite the limited resources, the school’s dedication to providing education in a rural setting is commendable. The availability of a functional playground encourages physical activity, contributing to the holistic development of the students. The school’s commitment to Assamese as the medium of instruction underscores its efforts to preserve and promote the local language and culture.

The school’s location in a rural area presents both challenges and opportunities. The all-weather road access improves connectivity, but the lack of electricity and a boundary wall necessitate attention to resource mobilization and infrastructural development. The school’s management should proactively seek opportunities to improve resources and infrastructure.

Improving facilities at Boytular Char Pre Sr. Mad. would significantly enhance the learning experience for students. This could involve securing funding for electricity, constructing a boundary wall, acquiring more books for the library, and introducing computer-aided learning programs.

Collaborations with NGOs, government initiatives, and private donors can play a crucial role in achieving these improvements. The provision of additional teachers or specialized instructors could further elevate the quality of education offered.

Boytular Char Pre Sr. Mad. serves as a valuable educational institution in its community, offering essential upper primary education despite its resource limitations. Continued efforts to enhance its facilities and resources are key to maximizing its educational impact and providing students with the best possible learning environment.

The school’s story reflects the realities faced by many rural schools in Assam. While challenges exist, the dedication of teachers and the commitment to providing education in a resource-constrained setting deserve recognition and support. Further investment and collaborative efforts are crucial to ensuring that students at Boytular Char Pre Sr. Mad. receive a quality education.