CHENIMARI BILL PRE SENIOR MADRASSA

CHENIMARI BILL PRE SENIOR MADRASSA was established in 2005 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in JURIA block of NAGAON 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 4 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 a playground. The school has a library and has 300 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.

Chenimari Bill Pre Senior Madrasa: A Detailed Profile of an Upper Primary School in Assam

Chenimari Bill Pre Senior Madrasa, a private aided school in Assam, India, stands as a testament to rural education. Established in 2005, this co-educational institution serves students from grades 6 to 8, focusing on upper primary education within the rural landscape of the Juriaj block in Nagaon district. Its location, accessibility, and unique features make it a noteworthy example of educational provision in its area.

The school’s infrastructure, while modest, caters to its student body effectively. The four classrooms are well-maintained, ensuring a conducive learning environment. The absence of a boundary wall and the lack of electricity might present challenges, yet the presence of a library with 300 books, along with a playground, reveals a commitment to holistic development beyond academics.

The teaching staff comprises nine educators—five male and four female—who provide instruction primarily in Assamese. The head teacher, Morzina Khatun, leads a dedicated team focused on imparting knowledge and fostering growth within the student population. The absence of pre-primary classes and the school’s status as a non-residential institution helps define its operational structure. The school operates on an academic calendar that begins in April, following a typical schedule for the region.

Further characterizing the school is its use of a private building, along with additional rooms dedicated to administrative and non-teaching purposes. This dedicated space underlines the institution’s organized structure and commitment to its students. The school utilizes a “Others” board for its class 10th examinations, further differentiating it from schools affiliated with nationally standardized curricula.

Despite the absence of certain amenities, such as electricity, a boundary wall, and computer-aided learning facilities, the school’s commitment to providing quality education remains evident. The lack of drinking water facilities highlights a key area requiring attention and potential improvement. Moreover, the absence of ramps for disabled students signals a need for future accessibility upgrades to make the school inclusive for all learners.

The library’s collection of 300 books provides students with valuable access to learning materials, supplementing classroom instruction. The existence of a playground is also crucial, recognizing the importance of physical activity and play in a child’s comprehensive development. The school’s management prioritizes the creation of a well-rounded educational experience.

The school’s rural setting contributes significantly to its unique identity, reflecting the educational landscape of the broader region. The lack of a computer lab and the absence of computers in general suggest a focus on traditional teaching methods, while also hinting at areas where technology integration could enhance learning outcomes.

The absence of a mid-day meal program underscores the need for alternative support mechanisms to ensure that students have access to nutritious meals. The absence of computer-aided learning also indicates that the school may benefit from future investment in technology to keep pace with evolving educational trends.

In summary, Chenimari Bill Pre Senior Madrasa presents a picture of a modest yet functional institution committed to providing upper primary education in a rural setting. While lacking certain amenities commonly found in more well-resourced schools, its dedication to academic pursuits and student development is apparent. The availability of a library, playground, and a dedicated teaching staff underscores the efforts made to offer a complete educational experience within its constraints.

The school’s future development could focus on securing access to electricity, constructing a boundary wall, providing drinking water facilities, installing ramps for disabled access, and incorporating technology for enhanced learning. These improvements would ensure an even more nurturing and inclusive educational experience for all students. The data provided paints a detailed portrait of this institution, offering valuable insights into the realities of education in rural Assam.