DOULATPUR PRE-SENIOR MADRASSA

DOULATPUR PRE-SENIOR MADRASSA was established in 2004 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in SOUTH KARIMGANJ block of KARIMGANJ 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. 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 1 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 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.

Doulatpur Pre-Senior Madrasa: A Detailed Profile of a Rural Assam School

Doulatpur Pre-Senior Madrasa, a co-educational institution located in the rural heart of Karimganj district, Assam, offers a glimpse into the educational landscape of a remote Indian village. Established in 2004, this Madarsa Unrecognized school caters to students from classes 6 to 8, playing a vital role in providing upper primary education to the community.

The school’s infrastructure, while modest, serves its purpose. Housed in a private building, it comprises a single classroom, ensuring an intimate learning environment for its students. The school also features separate facilities for boys and girls, each with one functional toilet. While lacking amenities like a boundary wall, electricity, playground, and library, the school demonstrates resilience in providing essential education despite its resource limitations.

The school’s academic approach is noteworthy. Instruction is primarily conducted in Bengali, fostering a connection to the local language and culture. A dedicated teaching staff of nine educators, including six male and three female teachers, and one head teacher, Abul Kalam, ensures focused attention on each student. The absence of a pre-primary section and the school’s “Madarsa Unrecognized” management status adds another layer to its unique characteristics.

The school’s location in the South Karimganj block presents both challenges and opportunities. Its accessibility via an all-weather road is a positive aspect, facilitating regular student attendance. However, the lack of advanced facilities such as computers, a computer-aided learning lab, and a library presents areas for potential future development and improvement.

Further, the absence of a mid-day meal program underscores the need for supplementary support systems to enhance the overall educational experience for the students. The lack of drinking water facilities poses a significant challenge, highlighting the importance of finding a sustainable water source to ensure the well-being of students and staff.

The school’s lack of a playground limits opportunities for physical activity and recreation, an essential aspect of holistic child development. The absence of a library and learning resources restricts access to broader educational materials and self-directed learning opportunities. The absence of a boundary wall raises safety concerns, emphasizing the need for community involvement in protecting the school’s environment.

The school’s management style, categorized as “Madarsa Unrecognized,” requires further understanding to fully appreciate its operational structure and governance. This unique aspect of the school’s profile adds to its complexities and warrants further investigation into its implications for student learning and development.

Despite its limitations, Doulatpur Pre-Senior Madrasa strives to provide a basic education to the children of its community. Its dedicated teachers and committed approach reflect the importance of education in a rural setting.

The school’s profile highlights the need for improved infrastructure, resources, and community engagement to better support its students and enhance their learning experience. Future improvements could focus on securing reliable electricity, constructing a boundary wall, establishing a library with learning resources, and providing a dedicated playground and clean drinking water facilities.

By addressing these areas, Doulatpur Pre-Senior Madrasa can further enhance its role in providing quality education and contributing to the growth and development of its students and the broader community. The school serves as a case study illustrating the realities and challenges faced by many rural schools in India.