GUMI PRE-SENIOR MADRASSA

GUMI PRE-SENIOR MADRASSA was established in 1996 and it is managed by the Department of Education. It is located in Rural area. It is located in CHHAYGAON block of KAMRUP RURAL 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 Government 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 220 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 Provided and Prepared in School Premises providing mid-day meal.

Gumi Pre-Senior Madrasa: A Comprehensive Overview

Gumi Pre-Senior Madrasa, established in 1996, is a government-run co-educational institution located in the rural area of CHHAYGAON block, KAMRUP RURAL district, Assam. The school, operating under the Department of Education, caters to students from classes 6 to 8, offering upper primary education. Instruction is delivered primarily in Assamese. Its accessibility is ensured by an all-weather road, making it convenient for students from surrounding areas. The academic year commences in April.

The school’s infrastructure includes a government-owned building with three well-maintained classrooms dedicated to teaching. Additional rooms are available for non-teaching activities, and separate quarters are provided for the school’s administrative staff. A significant feature is the school’s library, housing a collection of 220 books, enriching the learning experience beyond the classroom. The school also provides midday meals, prepared and served within the school premises, ensuring students’ nutritional needs are met.

Sanitary facilities are well-maintained, with one functional boys’ toilet and one functional girls’ toilet available for students’ use. The school’s drinking water source is a functional well, providing clean and accessible water throughout the year. However, the school currently lacks a boundary wall and an electrical connection, representing areas for potential improvement.

The teaching staff comprises a dedicated team of eight educators, including six male teachers and two female teachers. The school’s focus is on providing a quality upper primary education using traditional methods. Currently, there is no computer-aided learning program nor computer facilities available. The absence of a playground is another aspect that could be enhanced to provide students with additional recreational opportunities.

The absence of a boundary wall could be addressed to improve safety and security for students. Similarly, the lack of an electrical connection could be a barrier to utilizing modern teaching aids and enhancing the overall learning experience. Securing an electricity supply would allow for the implementation of computer-aided learning and better infrastructure management.

While the school boasts a functional library with a sizable collection of books, the addition of a playground would contribute to a well-rounded education that promotes physical activity and social interaction among students. The current absence of these facilities represents an opportunity for expansion and improvement.

The school’s management, the Department of Education, plays a crucial role in facilitating these upgrades. Securing funding for the construction of a boundary wall, installation of electricity, and the development of a playground would significantly enhance the learning environment. The school’s dedicated teachers are committed to providing a solid foundation in education, but enhanced facilities would undoubtedly contribute to an even more positive learning experience.

The future of Gumi Pre-Senior Madrasa depends on continued support and investment in its infrastructure. Addressing the current limitations—the absence of a boundary wall, electrical supply, and playground—would transform the learning environment and empower students to reach their full potential. The school’s commitment to providing quality education, evident in its functional facilities and dedicated teachers, sets the stage for significant growth and development.

Continuous improvement in the school’s resources and amenities would also attract more students and elevate its standing within the community. Regular maintenance and upgrades would ensure the school remains a vibrant hub for learning and growth, benefiting not only the students but also the wider community. The potential for this school to flourish is significant, contingent on ongoing investment and support.

Gumi Pre-Senior Madrasa represents a vital educational institution within its community. The efforts of the teachers, the provision of midday meals, and the existing library demonstrate a commitment to student success. However, enhancing infrastructure and addressing current limitations would further elevate the school’s standing and ensure a brighter future for its students. With strategic investments and continued dedication, Gumi Pre-Senior Madrasa has the potential to become a model of educational excellence in the region.