DALUACHERRA MAKTAB MADRASSA

DALUACHERRA MAKTAB MADRASSA was established in 1996 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in R.K NAGAR block of KARIMGANJ district of Assam. The school consists of Grades from 1 to 5. 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 2 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 Pucca But Broken 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 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 Provided providing mid-day meal.

Daluacherra Maktab Madrasa: A Rural Primary School in Assam

Daluacherra Maktab Madrasa, a private primary school located in the rural expanse of Karimganj district, Assam, stands as a testament to the pursuit of education in a remote setting. Established in 1996, this co-educational institution caters to students from Class 1 to Class 5, playing a crucial role in the community’s educational landscape.

The school’s infrastructure comprises two classrooms housed in a private building with a pucca but broken boundary wall. While lacking electricity and a dedicated playground or library, the school provides essential facilities such as separate boys’ and girls’ toilets, ensuring a basic level of comfort and hygiene for its students.

The school’s teaching staff comprises a dedicated team of five teachers, including two male teachers, three female teachers, and one head teacher, Abdul Kadir. They utilize Bengali as the primary medium of instruction, delivering primary level education to the children. The school operates as a Madarsa Unrecognized, receiving no mid-day meals support for its students.

Despite its resource limitations, the school’s commitment to education is evident. The availability of classrooms and functional toilets underscores the school’s dedication to providing a safe and conducive learning environment for the children in its care. The school building is not used as a shift school, indicating a focus on providing adequate space for the current student body.

The school’s rural location presents both challenges and opportunities. While access to resources might be limited, the school plays a vital role in bringing educational opportunities to children in a region that might otherwise lack such provisions.

The management of Daluacherra Maktab Madrasa has focused its resources on creating an environment conducive to learning within the existing limitations. The absence of certain amenities highlights the need for community involvement and external support to further develop the infrastructure and educational facilities.

The school’s commitment to providing quality education despite the resource constraints demonstrates a deep dedication to the community it serves. The focus on providing a functional, albeit basic, learning environment suggests that the teachers and administrators are dedicated to offering the best possible educational experience given their circumstances.

The school’s location in a rural area underscores the need for continued support for educational initiatives in less accessible parts of the country. Daluacherra Maktab Madrasa’s persistence in educating students in a remote community serves as a positive example of rural educational resilience.

Looking towards the future, Daluacherra Maktab Madrasa would benefit from additional resources and investments in upgrading its infrastructure and expanding its educational offerings. The addition of a library, computer lab, and improved facilities would significantly enhance the quality of education provided to its students.

The challenges faced by Daluacherra Maktab Madrasa are not unique to this single institution but highlight common concerns in many rural schools across the country. Addressing these issues through strategic interventions and collaborative efforts can help ensure that children in all parts of the country have access to quality education. Supporting schools like Daluacherra Maktab Madrasa is essential to bridging the educational gap and fostering a brighter future for all.