KAMARPARA HIGH MADRASSA

KAMARPARA HIGH MADRASSA was established in 1947 and it is managed by the Department of Education. It is located in Rural area. It is located in RUPSHI block of BARPETA district of Assam. The school consists of Grades from 6 to 10. 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. 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 Government 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 No Boundary Wall boundary wall. The school has 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 0 girls toilet and it is functional. The school has a playground. The school has a 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.

Kamarpara High Madrasa: A Rural Educational Institution in Assam

Kamarpara High Madrasa, a government-run co-educational institution, stands as a beacon of learning in the rural landscape of Assam. Established in 1947, this Upper Primary with Secondary (classes 6-10) school operates under the Department of Education, serving the community of Rupshi block in Barpeta district. The school’s rich history underscores its enduring commitment to providing quality education to the region’s children.

Instruction at Kamarpara High Madrasa is delivered primarily in Assamese, reflecting the local linguistic context. The school’s faculty comprises twelve dedicated teachers – ten male and two female – working collaboratively to ensure a comprehensive learning experience for its students. The school follows the State Board curriculum for class 10 and an “Others” board for class 10+2, offering a diverse educational path. Meals are provided and prepared on the school premises, addressing the nutritional needs of the students.

The school infrastructure, while modest, serves its purpose effectively. The government-provided building houses three well-maintained classrooms, facilitating effective teaching. A functional playground provides a space for recreational activities and physical development, complementing the academic curriculum. The school also boasts a library, though currently without books, representing a potential area for future improvement. Access to clean drinking water is ensured through hand pumps, vital for the health and well-being of students and staff. The provision of ramps demonstrates the school’s commitment to inclusivity.

The school’s location in a rural setting adds a unique dimension to its operation. It’s a testament to the accessibility of education, despite geographical challenges. The availability of electricity ensures a conducive learning environment, particularly beneficial for evening study sessions. The presence of a functional boys’ toilet further enhances the overall school facilities.

The school’s commitment to accessibility is underscored by the provision of ramps for disabled children, highlighting the institution’s dedication to inclusive education practices. This proactive approach reflects a broader commitment to providing equal opportunities to all students, regardless of their physical capabilities. Despite its lack of computers and a computer-aided learning lab, Kamarpara High Madrasa remains dedicated to providing a solid academic foundation for its students.

Kamarpara High Madrasa operates within the framework of the State Board for class 10, adhering to established educational standards and assessments. The school’s consistent efforts to maintain a positive learning environment are commendable and contribute to its enduring role in the community. The absence of a pre-primary section reflects its current focus on upper primary and secondary education.

While the school does not utilize a boundary wall, its presence within the community fosters a strong sense of local ownership and integration. The school’s operational start date in April aligns with the academic calendar of the region. The lack of a head teacher’s designated office space presents a minor infrastructural challenge. The school’s successful operation, however, demonstrates the dedication of the teaching staff and their ability to overcome these limitations.

The school’s management by the Department of Education assures the continuation of educational services and reflects a commitment to providing a quality education to all. The school’s continued service to the community of Rupshi since its establishment in 1947 is a testament to its commitment to serving the community.

The accessibility of Kamarpara High Madrasa, despite its rural setting, ensures educational opportunities for the local population. The school serves as a valuable resource for the community, providing not only academic instruction but also a space for social interaction and personal development. Further improvements to the library and computer facilities would only enhance the already significant contributions this institution makes to its students and the wider community.

In conclusion, Kamarpara High Madrasa stands as a vital educational institution, serving the needs of a rural community in Assam. Its long history, dedicated teachers, and commitment to inclusive practices highlight its crucial role in shaping the future of its students. While there is room for growth, particularly in terms of resource enhancement, the school’s dedication to providing a quality education remains unwavering.