KALANI JALAH GIRLS PRE SR. MADRASSA

KALANI JALAH GIRLS PRE SR. MADRASSA was established in 2005 and it is managed by the Pvt. Aided. It is located in Urban area. It is located in JURIA block of NAGAON 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. 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 Private building. It has got 4 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 Barbed Wire Fencing 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 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has a playground. The school has a library and has 154 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.

Kalani Jalah Girls Pre Sr. Madrasa: A Detailed Profile

Kalani Jalah Girls Pre Sr. Madrasa, a private aided institution established in 2005, serves the educational needs of girls in the urban area of Juria block, Nagaon district, Assam. The school’s primary focus is on providing quality upper primary education, catering to students from classes 6 to 8. Instruction is imparted in Assamese, reflecting the local linguistic context. The school’s commitment to education is further highlighted by its dedicated staff of 11 teachers – 10 male and 1 female – ensuring a balanced approach to learning. The presence of a Head Teacher, MD. Amir Hussain, ensures effective leadership and oversight.

The school building, a private structure, houses 4 well-maintained classrooms designed for optimal learning. Additional space supports non-teaching activities and provides a separate room for the head teacher. The school’s facilities include a playground, a library stocked with 154 books, and a reliable source of drinking water provided by hand pumps. The presence of a library underscores the school’s commitment to fostering a love of reading and promoting literacy among its students.

While the school lacks certain amenities like electricity and computer-aided learning, it compensates with other key aspects. Its safe and secure environment is ensured by the barbed wire fencing surrounding the premises. The school prioritizes the well-being of its students by providing mid-day meals prepared on the school premises. This ensures that students have access to nutritious meals, removing a potential barrier to education.

The school’s management adheres to the “Others” board for both class 10th and 10+2 examinations, indicating a flexible approach to curriculum and assessment. The absence of a pre-primary section focuses its resources on providing high-quality education to the upper primary age group. Importantly, the school is easily accessible throughout the year via all-weather roads, ensuring consistent attendance. The April commencement of the academic session aligns with the regional academic calendar.

The school’s commitment to its students is evident in its comprehensive approach. Despite the absence of ramps, the school is dedicated to inclusive education. The school’s strong focus on providing a quality education within its available resources and its adherence to a structured teaching methodology highlight its dedication to its students’ academic and personal growth.

The school’s management structure, being privately aided, indicates a partnership between private and public funding, contributing to its stability and long-term sustainability. The commitment to offering a quality educational experience is also reflected in its well-maintained classrooms and the availability of essential resources such as the library and playground. The school’s dedication to providing a secure and supportive learning environment is crucial in fostering a conducive atmosphere for academic success.

The school’s location in an urban setting allows for convenient access to educational resources and other essential services. The consistent availability of drinking water and mid-day meals shows the school’s commitment to the overall well-being of its students. The absence of computer-aided learning should not overshadow the significant efforts made to provide a basic yet functional educational infrastructure.

The school’s operational efficiency is shown through its structured teaching approach, well-maintained facilities, and a dedicated team of teachers. While lacking some modern facilities, Kalani Jalah Girls Pre Sr. Madrasa effectively serves its primary objective: providing quality upper primary education to girls in the Juria region.

Despite the absence of certain modern amenities, Kalani Jalah Girls Pre Sr. Madrasa provides a vital educational service in its community. The strong focus on academic excellence, combined with the dedication of its staff, ensures the students receive a solid foundation in their education. The school serves as a valuable asset to its community, furthering educational opportunities and empowering young girls.

The Kalani Jalah Girls Pre Sr. Madrasa stands as a testament to the commitment to education in underserved communities. Its strength lies in its focus on providing essential educational services with dedicated teachers and a functional learning environment. The school continues to play a significant role in shaping the future of its students, empowering them with knowledge and skills for a better life.

Further development and potential improvements for the school could include the addition of computer-aided learning, electricity provisions, and accessibility improvements. However, the existing infrastructure already provides a suitable foundation for quality upper primary education. The school’s ongoing success highlights the potential of dedicated educational institutions to make a positive impact even within limited resources.