DARUL KORAN HAFIJIA MADRASSA & EATIMKHANA MADRASSA

DARUL KORAN HAFIJIA MADRASSA & EATIMKHANA MADRASSA was established in 2010 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in PUB NALBARI block of NALBARI district of Assam. The school consists of Grades from 1 to 5. The school is Boys 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 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has a library and has 2 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.

Darul Koran Hafijia Madrassa & Eatimkhana Madrassa: A Comprehensive Overview

Darul Koran Hafijia Madrassa & Eatimkhana Madrassa, a private boys’ school located in the rural PUB NALBARI block of NALBARI district, Assam, India, opened its doors in 2010. Operating under the Madarsa Unrecognized management, this primary school caters to students from Class 1 to Class 5. Instruction is primarily conducted in Assamese. The school’s modest infrastructure includes two classrooms, all in good condition, and additional space dedicated to non-teaching activities and a headmaster’s/teacher’s office.

The school’s facilities, while basic, support its educational function. A functional library houses two books, serving as a resource center for students. The provision of hand pumps ensures access to drinking water. A single boys’ toilet is available, and a lack of boundary walls surrounding the school presents the need for further security measures.

The absence of computers and computer-aided learning presents a limitation, as does the absence of electricity. Similarly, the lack of a playground restricts extracurricular opportunities. The school’s focus is solely on primary education, with no pre-primary section or provisions for higher secondary classes.

The school employs a single male teacher, highlighting the need for additional staffing to cater to the student population. This reflects a challenge shared by numerous rural educational institutions – the shortage of educators.

Although not currently equipped with ramps for the disabled, the school’s accessibility is enhanced by its location along an all-weather road, ensuring year-round accessibility for students and staff.

The school’s operational details reveal an institution striving to serve its community. Its humble beginning in 2010 underscores the commitment to providing primary education in a rural setting. Future development, however, will necessitate expansion of resources, including technological advancements and improved infrastructure.

The management’s commitment to delivering education under challenging circumstances, particularly the lack of financial resources, deserves commendation. Its focus on basic literacy and numeracy skills at the primary level lays a foundation for future learning.

Addressing the current limitations through resource mobilization, strategic partnerships, and community engagement is crucial for the school’s sustainable development. This includes procuring computers, establishing a computer-aided learning program, securing electricity, expanding the library, improving security and infrastructure and increasing teacher capacity to meet the educational needs of the students.

The school’s location in a rural area highlights the importance of investment in rural education. It stands as a testament to the dedication of those committed to providing educational opportunities for boys in underserved communities.

Improvements in infrastructure, resources, and staff will enhance the learning experience for students, supporting their academic success and wider community development. The journey of Darul Koran Hafijia Madrassa & Eatimkhana Madrassa exemplifies the need for continued support for rural educational institutions in India.