HAZI MIRAJUDDIN MEM

HAZI MIRAJUDDIN MEM was established in 2000 and it is managed by the Pvt. Aided. It is located in Urban area. It is located in GAURIPUR block of DHUBRI 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 Dilapidated 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 Hedges boundary wall. The school has 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 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 MIRAJUDDIN MEM: A Detailed Profile of an Upper Primary School in Assam

HAZI MIRAJUDDIN MEM, a private aided co-educational upper primary school, stands as a testament to educational commitment in the urban area of GAURIPUR block, DHUBRI district, Assam. Established in 2000, this institution caters to students from classes 6 to 8, providing a crucial link in their educational journey. The school’s instruction medium is Assamese, reflecting the local linguistic context and cultural heritage.

The school’s infrastructure, while functional, presents some challenges. The building is described as dilapidated, yet it houses three classrooms suitable for instruction. The school’s structure also includes additional rooms for non-teaching purposes and a dedicated space for the head teacher. A hedge serves as the school’s boundary wall, while electricity ensures a basic level of functionality.

The school’s resources are modest, with a focus on basic necessities. A well provides drinking water for students and staff. Sanitary facilities are in place, including one functional boys’ toilet and one functional girls’ toilet. However, the school currently lacks a playground and a library, which could enrich the learning experience.

The school’s academic staff comprises seven teachers – four male and three female – dedicated to providing quality education. The school’s administrative leadership is vested in one head teacher, MOHIBUR RAHMAN. A midday meal program, prepared and provided on the school premises, ensures that students have access to nutritious meals.

Despite lacking computer-aided learning facilities and computers, the school’s commitment to education is evident in its core curriculum and dedicated teaching staff. The absence of these technologies may pose a challenge in the modern learning landscape, but the school’s focus on foundational education in Assamese serves as a cornerstone.

The school’s location and accessibility are important factors. Situated in an urban setting, it is likely easily reachable by students from the surrounding community. Its accessibility is further enhanced by its location on an all-weather road. This ensures uninterrupted access for students throughout the year, irrespective of weather conditions. The school’s academic year begins in April, aligning with the traditional academic calendar.

The school’s management, classified as “Pvt. Aided,” indicates a partnership between private and public funding, demonstrating a shared commitment to ensuring educational opportunities for the community. This model often allows for greater flexibility and adaptability in addressing local educational needs.

The lack of pre-primary facilities and the absence of higher secondary classes highlight the school’s specific focus on upper primary education. This specialization allows the school to focus its resources and efforts towards ensuring the best possible outcome for the students in the age group it serves.

The school’s future success will depend on continuing to meet the basic needs of its students, while also seeking opportunities to expand its resources and enhance its facilities. The addition of a library, playground, and computer-aided learning facilities could significantly improve the educational experience and prepare students for the challenges of a rapidly changing world.

In conclusion, HAZI MIRAJUDDIN MEM provides vital upper primary education to the community, reflecting a dedication to the educational development of young learners. While challenges remain in terms of infrastructure and resources, the school’s commitment to its students serves as a strong foundation for future growth and improvements.