JAMIR DALUA J HAFIZIA MADRASSA

JAMIR DALUA J HAFIZIA MADRASSA was established in 2004 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in PATHERKANDI block of KARIMGANJ district of Assam. The school consists of Grades from 1 to 5. 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 Private 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 a library and has 142 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 having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Jamir Dalua J Hafizia Madrasa: A Rural Primary School in Assam

Jamir Dalua J Hafizia Madrasa, a private primary school located in the rural Patherkandi block of Karimganj district, Assam, opened its doors in 2004. This co-educational institution, managed under the “Madarsa Unrecognized” category, provides education for students from Class 1 to Class 5. Instruction is delivered in Bengali, catering to the local linguistic needs. The school, though lacking certain amenities, offers a fundamental education to the community.

The school’s infrastructure includes a single classroom, which serves as the primary space for teaching activities. While a lack of a boundary wall poses a potential security concern, the presence of a library stocked with 142 books indicates a commitment to fostering a reading habit among students. The absence of a playground may limit recreational opportunities, but the availability of computer-aided learning suggests an effort to integrate technology into education.

The teaching staff comprises two male teachers, reflecting the current staffing situation. The school lacks electricity, which may impact operational efficiency, particularly for computer-aided learning. Further, the absence of drinking water facilities necessitates immediate attention to ensure the health and well-being of the students and staff. The school’s location is accessible via all-weather roads, suggesting reasonable connectivity.

The school’s academic focus is strictly primary education (Classes 1-5). It does not offer pre-primary sections, and there is no provision for mid-day meals. The absence of female teachers is also noteworthy, underscoring the need for improved gender balance in staffing. The school’s management should consider implementing strategies to address these gaps and improve the overall learning environment.

Importantly, the school’s location in a rural area highlights the challenges faced by many similar institutions in providing quality education amidst limited resources. The provision of ramps for disabled children shows a degree of inclusivity, though the lack of other facilities needs addressing.

The school’s commitment to education is evident despite the shortcomings. The presence of a library, even a modest one, and the integration of computer-aided learning methods demonstrate a proactive approach to providing a comprehensive education.

The school’s reliance on a single classroom underscores the need for expansion to accommodate future growth. Acquiring additional facilities, including a boundary wall, electricity connection, and reliable drinking water sources, would significantly enhance the quality of the learning environment.

Considering the current conditions, improvements in infrastructure and resource provision would greatly benefit the school. The provision of toilets, a playground, and additional teachers are critical steps towards creating a more conducive learning environment.

The management’s proactive involvement in integrating technology (computer-aided learning) despite the lack of electricity shows a commitment to innovation. Securing funding for infrastructural development and teacher recruitment would greatly benefit the school’s growth.

In conclusion, Jamir Dalua J Hafizia Madrasa represents a vital educational resource for the rural community it serves. Addressing the identified infrastructural and resource gaps will significantly enhance the school’s capacity to provide quality education and contribute to the development of its students. Collaboration between the school administration, local authorities, and potential donors is essential to achieving these improvements.