HASANTOOK M.E. MADRASSA

HASANTOOK M.E. MADRASSA was established in 1985 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in RANGIA 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 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 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 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has a 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 Provided and Prepared in School Premises providing mid-day meal.

Hasantook M.E. Madrasa: A Rural Upper Primary School in Assam

Hasantook M.E. Madrasa, a private aided school located in the rural area of Rangia block, Kamrup Rural district, Assam, offers upper primary education (classes 6-8) to students. Established in 1985, this co-educational institution serves the community with a focus on Assamese as the primary language of instruction. The school’s commitment to education is evident in its dedicated team of seven male teachers, providing valuable instruction to its students. Meals are provided and prepared on-site, ensuring the students’ well-being.

The school’s infrastructure, while modest, supports its educational goals. The building, privately owned, houses three classrooms in good condition, along with additional rooms for non-teaching purposes and a dedicated space for the head teacher. The presence of a playground offers recreational opportunities for the students. However, the school lacks a library, boundary wall, and electricity connection. Drinking water is available through hand pumps. The absence of computers and a computer-aided learning lab reflects the school’s resource limitations. Despite these limitations, the school is making a positive contribution to the education of students in the area.

The head teacher, Md. Mohsin Ali, leads a dedicated team that strives to provide quality education despite limited resources. The school’s management actively seeks to improve its infrastructure and educational resources, aiming to enhance the learning environment. The absence of a pre-primary section focuses the school’s efforts on upper primary education, providing a strong foundation for students in the crucial middle school years.

The school operates under the ‘Others’ board for class 10 and 10+2 examinations, indicating its unique educational approach and alignment with local educational standards. While the school does not offer facilities for disabled students currently, its commitment to education is unwavering, and future improvements may include accessibility features to serve a wider range of students.

Despite the lack of certain amenities, Hasantook M.E. Madrasa plays a crucial role in providing education to the rural community. The school’s accessibility via all-weather roads facilitates access for students from various locations. The academic year begins in April, following the standard academic calendar for the region.

The school’s commitment to providing a meal program, prepared on the school premises, highlights its dedication to the students’ overall well-being, going beyond purely academic pursuits. This commitment underscores the school’s social responsibility and its efforts to support students holistically.

Further improvements in the school’s facilities and resources would enhance its educational capabilities and ensure an even better learning environment. The addition of a library, electrical connection, and computer lab would significantly benefit the students, providing access to a wider range of educational tools and opportunities.

The lack of female teachers currently is a point for potential growth and improvement. Increasing the diversity of the teaching staff could enrich the learning experience and better cater to the diverse needs of the students.

Despite its challenges, Hasantook M.E. Madrasa represents a vital educational institution in its community. Its dedication to providing education in a rural setting, even with limited resources, speaks to its commitment to serving its students and the local community.

The school’s future development will likely focus on acquiring additional resources and improving infrastructure to enhance the quality of education it provides. With continued support and investment, Hasantook M.E. Madrasa can continue to play a crucial role in educating the next generation in Assam.