ISHAATUL ISLAM MOHAMMADIA GHFURIA PRASHARPUR MADRASSA

ISHAATUL ISLAM MOHAMMADIA GHFURIA PRASHARPUR MADRASSA was established in 2012 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in NORTH KARIMGANJ block of KARIMGANJ district of Assam. The school consists of Grades from 1 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 Dilapidated building. It has got 1 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 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 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 Not Provided providing mid-day meal.

Ishaatul Islam Mohammadia Ghfuria Prasharpur Madrasa: A Rural Primary School in Assam

Ishaatul Islam Mohammadia Ghfuria Prasharpur Madrasa, a primary school located in the rural area of North Karimganj block, Karimganj district, Assam, provides education to students from Class 1 to Class 8. Established in 2012, this co-educational institution is managed by the Madarsa Unrecognized and operates within a dilapidated building.

Despite its challenges, the school serves its community with three dedicated male teachers, providing instruction in Bengali. The absence of a pre-primary section and any computer-aided learning facilities underscores the need for further resource allocation.

The school’s infrastructure consists of a single classroom, indicating a high student-teacher ratio. The lack of boundary walls, electricity, and a library further highlights the resource constraints faced by the institution. The absence of a playground and drinking water facilities underscores the need for improvements in the school’s physical environment.

The head teacher, Md Abdul Malik, leads a team committed to educating students in a challenging context. The school’s rural setting necessitates all-weather road access, ensuring students can attend classes regardless of weather conditions. The academic year begins in April, aligning with the regional academic calendar.

The school’s management recognizes the need for infrastructure development. The dilapidated condition of the building requires urgent attention to provide a safe and conducive learning environment for students. The lack of basic amenities such as electricity, a library, and playground significantly impacts the quality of education.

The school’s reliance on a single classroom also poses a challenge to effective teaching and learning. Providing additional classrooms would improve the learning environment and potentially reduce the student-teacher ratio. The absence of computer-aided learning and digital resources limits opportunities for modern educational approaches.

While the school’s dedicated teachers strive to provide quality education, enhancing resources is paramount. Investing in infrastructure improvements, including building renovations, electricity, and water facilities, would make a significant difference. The lack of a library hinders access to supplementary learning materials.

Providing a playground would encourage physical activity and promote overall student well-being. Addressing the lack of a boundary wall is essential for safety and security. Exploring opportunities for computer-aided learning and providing access to digital resources would bring the school’s educational methods into alignment with contemporary educational best practices.

The school’s location in a rural area presents unique challenges and opportunities. Collaborations with local organizations and community members could help bridge the resource gap. Engaging local government bodies to secure funding for infrastructure development is also essential.

The Ishaatul Islam Mohammadia Ghfuria Prasharpur Madrasa serves as a testament to the dedication of its teachers and staff, but achieving its full potential depends heavily on improving its facilities and resources to deliver a holistic and high-quality education to its students. Addressing the identified infrastructural and resource deficiencies will significantly benefit this rural institution.