CHAR GHEWMARI PRE SR. MADRASSA

CHAR GHEWMARI PRE SR. MADRASSA was established in 2003 and it is managed by the Pvt. Aided. 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 Rent Free Building 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 None 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 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 and Prepared in School Premises providing mid-day meal.

CHAR GHEWMARI PRE SR. MADRASSA: A Rural Upper Primary School in Assam

CHAR GHEWMARI PRE SR. MADRASSA, a private aided school located in the rural GAURIPUR block of DHUBRI district, Assam, offers education to students from classes 6 to 8. Established in 2003, this co-educational institution provides a valuable educational service to the community. The school operates within a rent-free building, signifying the community’s commitment to education.

The school’s infrastructure comprises three classrooms, all in good condition, and additional space for non-teaching activities including a dedicated room for the head teacher. While the school strives to provide quality education, certain infrastructural limitations exist. The school lacks a boundary wall, electricity, a library, a playground, and a computer lab. Access to drinking water is also a concern, with none currently available on the premises.

The instructional medium at CHAR GHEWMARI PRE SR. MADRASSA is Assamese, catering to the linguistic needs of the local population. The teaching staff consists of eight male teachers, demonstrating a commitment to providing quality education despite resource constraints. The school operates under the “Others” board for both Class 10th and Class 10+2, indicating a unique academic pathway. The school provides a midday meal prepared on the premises.

The school’s leadership is comprised of one head teacher, ABDUL MANNAN SK., who manages the institution’s day-to-day affairs. The school is not residential and doesn’t offer a pre-primary section. Its accessibility is enhanced by its location on an all-weather road, improving the regular attendance of students. The academic year commences in April, aligning with the broader educational calendar.

Despite the absence of certain amenities, the school’s commitment to providing education is evident. The dedicated teachers and the provision of midday meals highlight the school’s efforts to ensure student well-being and success. Future improvements in infrastructure, particularly in the areas of electricity, drinking water, and library facilities, would significantly enhance the school’s capabilities and create a more enriching learning environment.

The school’s management actively seeks to improve the learning environment, although resources may be limited. The absence of computers and a computer-aided learning program indicates a need for technological upgrades to better prepare students for the future. The lack of a playground also impacts students’ physical activities and overall development. A future focus on these areas would significantly enhance the holistic development of the students.

The school’s reliance on a rent-free building reflects the community’s commitment to education and the willingness to contribute resources where possible. This shared responsibility highlights the importance of education within the community and the collective effort to provide educational opportunities for its children.

Further enhancements to the school’s infrastructure could be achieved through collaborations with local government agencies and NGOs. This partnership approach would potentially open avenues for securing funding and resources to address critical needs like electricity, water facilities, library development, and the addition of a playground.

Improvements to the school’s infrastructure are crucial for enhancing the learning experience. The absence of crucial amenities directly affects the quality of education and the overall well-being of students. By addressing these issues, the school can create a more conducive environment for learning and growth.

In conclusion, CHAR GHEWMARI PRE SR. MADRASSA serves a vital role in providing upper primary education to the rural community. While facing challenges regarding infrastructure, its dedicated teachers and the community’s support demonstrate a strong commitment to education. Addressing the identified shortcomings through collaborative efforts could greatly improve the school’s capabilities and contribute significantly to the holistic development of its students.