IQRA ADARSHA ACADEMY

IQRA ADARSHA ACADEMY was established in 2014 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in BATADRAVA block of NAGAON district of Assam. The school consists of Grades from 1 to 12. The school is Co-educational and it 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 Rented building. It has got 8 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 doesn’t 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 a library and has 240 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 Not Provided providing mid-day meal.

IQRA ADARSHA ACADEMY: A Comprehensive Profile of a Rural Assam School

IQRA ADARSHA ACADEMY, established in 2014, is a private, unaided co-educational school situated in the rural expanse of Batadrava block, Nagaon district, Assam. Operating from a rented building, this institution caters to students from Class 1 through Class 12, offering a comprehensive education from primary to higher secondary levels. The school follows the State Board curriculum for both Class 10 and Class 12 examinations, emphasizing a strong foundation in academics.

The school’s infrastructure includes eight well-maintained classrooms designed for effective teaching and learning. While lacking a playground, the school boasts a library stocked with 240 books, fostering a love for reading among its students. The school’s commitment to providing basic amenities is evident in the presence of functional boys’ and girls’ toilets, as well as access to drinking water via hand pumps. The school is surrounded by hedges, forming a natural boundary wall.

Instruction at IQRA ADARSHA ACADEMY is conducted in Assamese, ensuring accessibility for local students. The school’s dedicated faculty comprises nine male teachers and three female teachers, along with two additional teachers for the pre-primary section, which is available to younger students. A head teacher leads the school’s administrative and teaching staff, effectively managing the institution’s day-to-day operations. The school’s total teacher count stands at twelve, dedicated to providing quality education to its students.

The absence of electricity and computer-aided learning facilities, however, presents challenges to the school. The absence of computers and a dedicated computer lab limits access to technological advancements in education. The school also does not provide midday meals, highlighting the need for additional support in providing nutritious food to its students. Despite these limitations, the school’s commitment to providing quality education in a rural setting remains evident.

IQRA ADARSHA ACADEMY’s location, described as rural, presents both challenges and opportunities. The rural setting underscores the school’s importance as a vital educational resource for the community. Access to this institution impacts the educational prospects of children in the surrounding area, offering a pathway to higher education and broader opportunities.

The school’s management structure, as a private, unaided institution, emphasizes its reliance on tuition fees and other funding mechanisms. This necessitates community support and engagement to ensure the long-term sustainability and improvement of the school. The absence of school-provided meals highlights a potential area requiring collaborative efforts between the school, parents, and potentially governmental or non-governmental organizations to address nutritional needs.

Looking to the future, IQRA ADARSHA ACADEMY has the potential to grow and expand its facilities, particularly in areas such as technology integration and infrastructure development. Acquiring computers and establishing a computer lab could significantly enhance the learning experience. Securing an electricity connection would also create a more conducive learning environment for students.

The absence of a playground and the lack of ramps for disabled access present areas for potential future improvements. These improvements could enhance the overall inclusivity and safety of the school environment. The school’s commitment to providing quality education in a challenging setting requires continuous support and development.

IQRA ADARSHA ACADEMY serves as a valuable educational asset to the community, providing access to education for students from Class 1 to Class 12. The school’s challenges highlight the importance of community engagement and collaboration to further improve facilities and educational resources. The school’s strong faculty and commitment to providing quality education are commendable.

In conclusion, IQRA ADARSHA ACADEMY’s story is a testament to the dedication of educators working in challenging environments. The school’s ongoing efforts and potential for future development demonstrate a commitment to improving the lives of students in the rural community it serves. The school serves as an important part of the fabric of rural Assam, providing essential education opportunities to a generation of students.