JALILIA GIRLS PRE SR MADRASSA

JALILIA GIRLS PRE SR MADRASSA was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in HAILAKANDI block of HAILAKANDI district of Assam. The school consists of Grades from 6 to 8. The school is Girls 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 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 Pucca But Broken 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 1 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.

JALILIA GIRLS PRE SR MADRASSA: A Detailed Profile of a Rural Assam School

JALILIA GIRLS PRE SR MADRASSA, a girls-only upper primary school located in the rural heart of Hailakandi district, Assam, offers a glimpse into the educational landscape of this region. Established in 1997 under the Department of Education, the school serves students from classes 6 to 8, providing crucial education in a predominantly Bengali-speaking community. The school’s structure, while showing signs of age, serves as a testament to the ongoing commitment to education in the area.

The school building itself is described as dilapidated, a reflection of the challenges faced by many rural educational institutions. Despite its condition, the school manages to function effectively, with three classrooms dedicated to instruction. The provision of meals, prepared and served on school premises, underscores the school’s commitment to student well-being beyond academic instruction. This vital support system contributes to ensuring students are adequately nourished for optimal learning.

The teaching staff consists of a dedicated team of ten teachers, including nine male teachers and one female teacher, led by Head Teacher ABDUR RAQUIB BARBHUIYA. The school’s management structure, under the Department of Education, provides a framework for administrative support and guidance, ensuring compliance with educational standards and curriculum guidelines. The school’s commitment to education is further emphasized by the availability of a playground, which encourages physical activity and provides space for recreation during break times.

However, the school faces infrastructural challenges. The school lacks access to electricity, a critical factor affecting various aspects of learning and teaching. The absence of a library and computer-aided learning facilities also presents limitations to the breadth of the educational experience offered. The drinking water source is currently listed as “None,” highlighting the need for immediate improvement to ensure student health and hygiene. While the school boasts a pucca boundary wall, the structure is described as broken, requiring attention for the safety and security of students and staff.

Despite these shortcomings, the school provides a vital service to the community. The presence of a girls’ toilet further reflects a commitment to gender-inclusive facilities. The availability of a functional girls’ toilet is crucial for maintaining hygiene standards and ensuring the comfort and well-being of the female students. The school’s commitment to providing quality education in a resource-constrained environment deserves recognition.

The absence of ramps for disabled children emphasizes the need for further development of inclusive infrastructure. Creating a fully accessible learning environment should be a priority to allow students with diverse needs to fully participate in the educational experience. The school’s location in a rural area presents its own logistical and infrastructural challenges, but also emphasizes the vital role the school plays in the local community.

The school’s academic approach is rooted in the Bengali language, which reflects the local linguistic context. The fact that the school is designated as “Others” for both class 10 and 10+2 boards suggests that a more comprehensive description of its affiliated examination boards may be necessary for complete clarity. This can potentially lead to misconceptions about the school’s qualifications and curriculum.

The school’s location in Hailakandi, a rural block within the Hailakandi district of Assam, provides context to its challenges and needs. The fact that the school hasn’t been relocated underscores its deep-rooted presence within the community. Its continuous operation since 1997 speaks volumes about the resilience of the staff and the community’s unwavering commitment to education for girls.

The data suggests JALILIA GIRLS PRE SR MADRASSA is a school striving to deliver quality education despite facing significant infrastructural and resource constraints. Further investment in the school’s infrastructure, particularly electricity, clean water, and library resources, will significantly enhance the learning environment. Addressing the dilapidated building and improving the boundary wall are essential for ensuring a safe and conducive learning space.

Addressing the shortcomings through targeted interventions can transform JALILIA GIRLS PRE SR MADRASSA into an even more effective center for learning, empowering young girls in rural Assam and contributing to the broader educational development of the region. A multi-pronged approach, encompassing infrastructural improvements, enhanced resource allocation, and community engagement, holds the key to unlocking the school’s full potential and providing these girls with the best possible educational opportunities.