DEKDHOWA ANCHALIC KHARIJIA MADRASSA

DEKDHOWA ANCHALIC KHARIJIA MADRASSA was established in 2007 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in MATIA block of GOALPARA 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. 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 Well 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 Applicable providing mid-day meal.

Dekdhowa Anchalic Kharijia Madrasa: A Comprehensive Overview

Dekdhowa Anchalic Kharijia Madrasa, a private primary school located in the rural MATIA block of GOALPARA district, Assam, India, offers a valuable educational service to the community. Established in 2007, this co-educational institution provides instruction from Class 1 to Class 5, exclusively using Assamese as the medium of instruction. The school’s management falls under the category of “Madarsa Unrecognized,” signifying its independent operational structure. The school is easily accessible via all-weather roads and commences its academic year in April.

The school building itself is privately owned and comprises two classrooms maintained in excellent condition. Beyond the classrooms, the facility includes two additional rooms designated for non-teaching activities and a dedicated space for the head teacher. The school currently lacks a boundary wall and an electrical connection. However, it does possess a functioning well as its primary source of drinking water. Sanitary facilities are provided by one boys’ toilet and one girls’ toilet, both of which are in working order.

Despite its modest size, the school boasts a dedicated teaching staff. Seven teachers, including one female teacher and one head teacher (H.N ISLAM), deliver instruction to the students. The absence of a pre-primary section underscores the school’s focus on primary education. The school’s commitment to education is further highlighted by its lack of reliance on contract teachers.

Importantly, Dekdhowa Anchalic Kharijia Madrasa does not provide mid-day meals. Furthermore, the school lacks a library, playground, and computers, thereby limiting access to additional learning resources and technological advancements common in many other institutions. The absence of computer-aided learning and ramps for disabled children points towards areas needing further development.

The school’s infrastructure is characterized by its absence of certain key facilities. Notably, the lack of a boundary wall raises potential safety concerns. Equally significant is the absence of electricity, which could hinder certain learning activities and limit the school’s operational capabilities. The absence of a library and computers represents a significant constraint on enriching the learning experience beyond the basic curriculum.

The school’s educational focus centers around the primary curriculum (classes 1-5) and adheres to standards defined by the “Others” board, for both class 10 and class 10+2 examinations. This indicates that the school may follow a curriculum distinct from those of nationally recognized boards like CBSE or ICSE. Further research is necessary to fully understand the curriculum’s specific content and benchmarks.

Dekdhowa Anchalic Kharijia Madrasa operates without the presence of pre-primary sections or classes. The school is explicitly not residential, meaning students are not accommodated on-site. This decision may be influenced by several factors, including the surrounding community structure, resource limitations, or the school’s educational philosophy.

In summary, Dekdhowa Anchalic Kharijia Madrasa provides essential primary education in a rural setting despite facing infrastructural limitations. The school’s dedicated staff and commitment to education serve a vital role within its community, highlighting the need for further development and support to bridge the existing infrastructural gap.

The school’s location in a rural area underscores its significance in providing educational access to a potentially underserved population. The school’s existence demonstrates the commitment to education even within resource-constrained environments. Future development could include focusing on improving infrastructure, acquiring computer resources, and establishing a library to enhance the educational opportunities for students.

The information presented here provides a clear overview of Dekdhowa Anchalic Kharijia Madrasa. The school’s strengths lie in its dedicated teachers and its commitment to providing basic primary education in a rural setting. However, addressing infrastructural deficiencies remains a crucial step toward enhancing the learning environment and enriching the educational experience for the students.