BURIBAIL YEASIN ALI HIGH SCHOOL

BURIBAIL YEASIN ALI HIGH SCHOOL was established in 1990 and it is managed by the Unrecognised. It is located in Rural area. It is located in SALCHAPRA block of CACHAR district of Assam. The school consists of Grades from 9 to 10. 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 Private building. It has got 0 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 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 Not Applicable providing mid-day meal.

Buribail Yeasin Ali High School: A Profile of a Rural Secondary School in Assam

Buribail Yeasin Ali High School, a private secondary school located in the rural expanse of Salchapra block, Cachar district, Assam, offers a glimpse into the educational landscape of a remote area. Established in 1990, this co-educational institution serves students from class 9 to 10, imparting knowledge primarily through the Bengali language. The school’s structure and facilities reflect the realities of its rural setting.

The school’s management falls under the “Unrecognised” category, highlighting a need for potential support and recognition. With a total of 12 teachers, the faculty comprises 5 male and 7 female educators, dedicated to guiding their students. The lack of a pre-primary section signifies a focus solely on secondary education. Students pursue the State Board curriculum for their class 10 examinations.

The school building, while privately owned, lacks certain essential amenities. The absence of a boundary wall, electricity, and a playground underscores the resource constraints faced by the institution. The lack of a library further limits access to supplementary learning materials.

The provision of essential facilities is also limited. Drinking water is unavailable, posing a significant challenge for students and staff. While a single girls’ toilet is available, the absence of a boys’ toilet raises concerns about sanitation and hygiene. The lack of ramps indicates limited accessibility for students with disabilities.

Technological resources are scarce, with no computers available for educational use and no computer-aided learning lab in operation. This absence of technology highlights a significant gap in bridging the digital divide affecting rural educational institutions. The school’s reliance on traditional teaching methods emphasizes the need for enhanced technological integration.

The school’s location in a rural area presents both challenges and opportunities. While accessibility via an all-weather road offers some advantages, the limitations in infrastructure and resources necessitate community support and government intervention to improve the school’s facilities.

The school’s academic focus remains on providing quality secondary education within its resource limitations. The dedicated teaching staff strives to impart knowledge and skills despite the lack of advanced resources, illustrating their commitment to education in a challenging environment.

The absence of a mid-day meal program presents additional challenges, particularly concerning students’ nutritional needs and potential barriers to consistent attendance. Addressing this nutritional gap would significantly enhance students’ learning potential.

Looking ahead, Buribail Yeasin Ali High School requires substantial support to overcome its infrastructural deficiencies. Investments in electricity, a boundary wall, playground, library, and additional sanitation facilities would significantly improve the learning environment. Furthermore, access to computers and technology could enhance the learning experience and help bridge the digital divide.

In conclusion, Buribail Yeasin Ali High School represents the educational realities of many rural areas. While facing significant resource constraints, the school’s dedication to providing secondary education remains unwavering. With targeted interventions and support, this institution has the potential to thrive and provide a more comprehensive and enriching learning experience for its students.