HAZI MAJAR ALI ME MADRASA

HAZI MAJAR ALI ME MADRASA was established in 1980 and it is managed by the Department of Education. It is located in Rural area. It is located in KATLICHERRA block of HAILAKANDI 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 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 have electric connection. The source of Drinking Water in the school is Hand Pumps 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 Provided and Prepared in School Premises providing mid-day meal.

Hazi Majar Ali Me Madrasa: A Comprehensive Overview of an Upper Primary School in Assam, India

Hazi Majar Ali Me Madrasa, a government-run upper primary school, stands as a vital educational institution in the rural landscape of Assam, India. Established in 1980 under the Department of Education, this co-educational school caters to students from classes 6 to 8, offering a crucial stepping stone in their academic journey. Its location within the Katlicherra block of Hailakandi district places it within a community it serves diligently.

The school’s infrastructure, while modest, is functional. Three classrooms provide space for learning, each maintained in good condition to ensure a comfortable learning environment for students. The school also features separate rooms for non-teaching activities and the headmaster, reflecting a practical approach to resource allocation.

Instruction at Hazi Majar Ali Me Madrasa is delivered in Bengali, the prevalent local language, making learning accessible and relatable for the students. The curriculum is designed to meet the standards of upper primary education, preparing students for their subsequent academic endeavors. The school operates on a typical academic calendar, commencing its sessions in April each year.

The school’s management emphasizes a holistic approach to education. While lacking a library and playground, the school prioritizes other key facilities. Reliable access to drinking water through hand pumps is ensured, addressing a basic necessity for the student population. Separate functional toilets are provided for boys and girls, maintaining hygiene and promoting a safe environment. Importantly, ramps for disabled children ensure inclusivity and equal access to education.

The teaching staff comprises four male teachers, dedicated to providing quality instruction. The head teacher, Safique Uddin Tafadar, leads the team, ensuring effective management and educational oversight. While the school doesn’t offer pre-primary education, its focus remains firmly on providing a strong foundation in upper primary subjects.

The school’s location in a rural area makes accessibility a key concern. Thankfully, the school is conveniently reachable throughout the year via an all-weather road, ensuring regular attendance and consistent educational engagement. The absence of computer-aided learning and computers themselves does not diminish the school’s commitment to quality education.

The provision of midday meals, prepared within the school premises, tackles the issue of student nutrition and promotes better concentration in class. This initiative underscores the school’s comprehensive approach towards students’ well-being, extending beyond academics.

The absence of a boundary wall is noteworthy, suggesting a community-oriented approach where interaction with the surrounding area is considered integral. The presence of electricity provides access to essential resources, supporting basic learning and administrative functions. The school’s modest infrastructure does not detract from its dedication to serving its community and providing quality education within its limitations.

The school’s history, spanning over four decades, demonstrates its long-standing commitment to education in the region. Hazi Majar Ali Me Madrasa exemplifies the challenges and resilience of providing education in rural settings, adapting its approach to the available resources and prioritizing essential aspects of learning and well-being. Its continued operation stands as a testament to the importance of education in fostering a brighter future for its students. The school’s commitment to inclusivity, through the provision of ramps for disabled children, further highlights its dedication to equitable educational opportunities for all.