DAKSHIN KANDAPARA BASIR UDDIN MEM

DAKSHIN KANDAPARA BASIR UDDIN MEM was established in 1997 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in MONDIA 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 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 Well 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 Not Applicable providing mid-day meal.

Dakshin Kandapara Basir Uddin Memorial School: A Comprehensive Overview

Dakshin Kandapara Basir Uddin Memorial (DKBUM) school, established in 1997, is a private aided institution located in the rural Mondai block of Barpeta district, Assam. Serving students from Class 6 to Class 8, DKBUM is a co-educational school that does not offer a pre-primary section. Instruction is primarily conducted in Assamese. The school’s accessibility is further enhanced by its all-weather road access and April academic start date.

The school infrastructure comprises a private building with three classrooms in good condition, complemented by two additional rooms for non-instructional purposes. A dedicated room is also available for the head teacher. While the school lacks a boundary wall and electrical connection, it does provide access to drinking water through a functional well. The absence of a playground and library further highlights the need for infrastructure improvements.

The teaching staff consists of six male teachers and one female teacher, overseen by a single head teacher, Jiarul Hoque. The total teaching staff amounts to seven individuals, with no contract teachers. The school’s academic structure aligns with the ‘Others’ board for both Class 10 and Class 10+2 examinations.

Currently, the school does not provide mid-day meals. The absence of computers, a computer-aided learning lab, and ramps for disabled students indicates areas requiring attention in terms of technological integration and accessibility improvements.

Addressing the need for improved infrastructure is vital for enhancing the learning environment at DKBUM. The absence of a boundary wall presents security concerns, while the lack of electricity restricts access to modern teaching aids and technology. The absence of a library and playground significantly limits extracurricular activities and learning resources.

The school’s reliance on a well for drinking water, though functional, warrants monitoring for water quality and long-term sustainability. Prioritizing the construction of toilets would significantly improve hygiene and sanitation for the students. Introducing computers and a computer-aided learning lab could transform the educational experience and equip students with essential digital skills.

The addition of a library, stocked with relevant books, would create a more stimulating learning environment, encouraging a love of reading and independent learning. Developing a playground would provide a valuable space for physical activity and social interaction, promoting holistic development.

Securing electricity would significantly improve the school’s functionality, allowing for the use of computers, fans, and lights, thereby creating a more comfortable and conducive learning atmosphere. Constructing a boundary wall would improve security and create a more defined and safe school perimeter.

The school’s management, being private aided, could benefit from seeking external funding and partnerships to address the identified infrastructure gaps. Collaborative efforts with local organizations or government initiatives could provide crucial support.

In summary, Dakshin Kandapara Basir Uddin Memorial School serves a vital educational role within its community. However, strategic investments in infrastructure improvements, particularly in areas such as electricity, sanitation, technology, and recreational facilities, are necessary to enhance the school’s overall capacity and provide its students with a more comprehensive and enriching learning experience. Further emphasis should be placed on accessibility for all students.