HARITIKAR PRE SR.MADRASSA

HARITIKAR PRE SR.MADRASSA was established in 1999 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in KATIGORAH block of CACHAR 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 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 Barbed Wire Fencing 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 0 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 42 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.

Haritikar Pre Sr. Madrasa: A Detailed Profile of a Rural Assam School

Haritikar Pre Sr. Madrasa, a private aided school in the rural heart of Assam, stands as a testament to the dedication to education in even the most remote areas. Established in 1999, this upper primary school caters to students from classes 6 to 8, offering a crucial link in their educational journey. Located in the Katigorah block of Cachar district, the school plays a vital role in the community.

The school’s infrastructure, while modest, reflects its functional design. Housed in a private building, the school boasts three classrooms, ensuring sufficient space for its students. A significant aspect of its structure is the barbed wire fencing boundary wall, providing a sense of security and defining its space within the community. Interestingly, while lacking electricity, the school maintains a functional library, stocked with 42 books, indicating a commitment to fostering a love for reading and learning amongst its students.

The school’s academic environment is characterized by a dedicated team of 10 male teachers, who diligently guide students in their academic pursuits. Bengali serves as the primary language of instruction, ensuring accessibility and relevance to the local community. The school’s curriculum aligns with the “Others” board for both class 10 and 10+2, showcasing a dedication to providing quality education. This commitment is further reinforced by the school’s provision of meals, prepared on the school premises. The school’s single head teacher, Ekhlas Uddin Talukdar, provides strong leadership, guiding the school’s educational mission.

The school’s co-educational nature fosters an inclusive environment, welcoming students of all genders. However, the absence of a pre-primary section suggests that the school primarily focuses on upper-primary education. The school’s rural location and lack of amenities like electricity, computers, and a playground highlight the challenges faced by schools in underserved areas, but also underscores the resilience and dedication of those working within them.

Despite these limitations, Haritikar Pre Sr. Madrasa remains a beacon of education, providing a fundamental education to children in a rural setting. The dedication of the teaching staff and the presence of a library showcase a commitment to academic excellence. The school’s reliance on a private building and the absence of certain modern technologies further illustrate the challenges in providing quality education in such areas.

The school’s management, classified as Pvt. Aided, implies a collaborative effort between private and public entities, suggesting a shared commitment to providing essential education. The school’s accessibility via all-weather roads ensures that students can reach the school regardless of weather conditions. The commencement of the academic year in April is a detail that further illuminates the operational aspects of the school.

Importantly, the school’s geographical location in a rural area provides insight into the challenges faced by educators and students in bringing quality education to underserved communities. The limited resources highlight the need for further support and investment to ensure the sustainability and growth of similar institutions.

The information provided underscores the dedication of Haritikar Pre Sr. Madrasa to providing a fundamental education to students in a rural environment. The school’s achievements highlight both its strengths and the challenges it faces, providing valuable insights into the state of education in rural Assam.

Furthermore, the school’s management structure, coupled with its commitment to providing meals and maintaining a library, reveals the multifaceted approach taken to support its students’ academic and nutritional needs. This proactive approach is commendable and showcases a dedicated commitment to the educational well-being of its students.

Finally, the profile of Haritikar Pre Sr. Madrasa serves as a valuable case study in understanding the realities of providing education in underserved regions. The insights gained can inform future strategies for improving educational infrastructure and resources in similar settings.