D.G. PRE-SR. MADRASSA

D.G. 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 RUPSHI block of BARPETA 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 Government 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a 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.

D.G. PRE-SR. MADRASSA: A Comprehensive Overview of a Rural Upper Primary School in Assam, India

D.G. PRE-SR. MADRASSA, a government-run co-educational upper primary school, stands as a vital educational institution serving the rural community of RUPSHI block in BARPETA district, Assam, India. Established in 1996 under the Department of Education, the school provides crucial learning opportunities for students in grades 6 through 8. The school’s commitment to education is evident in its dedicated team of eight male teachers, diligently working to impart knowledge and shape young minds.

The school’s infrastructure, while modest, serves its purpose effectively. Housed in a government building, the school boasts three well-maintained classrooms designed for effective teaching. In addition to the classrooms, the school features a playground, providing students with a much-needed space for recreation and physical activity. The provision of a separate room for the headmaster/teacher underlines the school’s dedication to administrative efficiency and teacher support.

Despite the school’s dedication to education, certain infrastructural limitations exist. The absence of a boundary wall poses a potential security concern, while the lack of electricity restricts access to modern teaching aids and resources. The absence of a library and computers hinders the potential for advanced learning and research. Furthermore, the unavailability of drinking water presents a significant challenge, requiring immediate attention.

Academically, the school adheres to a curriculum delivered entirely in Assamese, making it accessible and relevant to the local community. The school’s academic focus extends to providing mid-day meals, ensuring students receive proper nourishment alongside their education. This proactive approach underscores the school’s concern for the holistic development of its students.

The school’s commitment to inclusivity is demonstrated by the provision of separate functional toilets for boys and girls. However, the absence of ramps highlights the need for future improvements in accessibility for students with disabilities. The school operates solely as an upper primary institution, meaning that there are no pre-primary sections or classes beyond grade 8. This focus allows the school to concentrate its resources on providing high-quality education within its defined scope.

Further enhancing the school’s efficiency and operational stability is the leadership provided by head teacher MD AZGAR ALI. His guidance and the collective efforts of the teaching staff contribute significantly to the school’s overall success. The school’s adherence to the “Others” board for both class 10 and 10+2 examinations indicates the flexibility of its curriculum and its adaptation to the needs of the students.

The geographical location of D.G. PRE-SR. MADRASSA, while rural, is accessible via all-weather roads. The school begins its academic session in April, following the standard academic calendar. This ensures the seamless integration of the school’s functioning within the broader educational framework of the region.

While the school faces certain challenges related to infrastructure, its dedication to providing quality education within its resource limitations is commendable. The availability of toilets and a playground, coupled with a focused curriculum and dedicated staff, demonstrates a commitment to providing students with a supportive and enriching learning environment.

The school’s success hinges on addressing the infrastructural gaps. Securing electricity, building a boundary wall, providing a functional library and computers, installing ramps, and addressing the lack of drinking water are crucial steps to elevate the school’s capacity and cater to the growing needs of its students. Investing in these improvements will empower D.G. PRE-SR. MADRASSA to continue providing crucial educational services to the rural community it serves. With continued support and improvement, this school can further contribute to the advancement of education and the overall development of the region.