KARTAKHAT ME MADRASSA

KARTAKHAT ME MADRASSA was established in 1986 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in RANGIA block of KAMRUP RURAL district of Assam. The school consists of Grades from 6 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. 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 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 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 45 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.

Kartakhat ME Madrasa: A Rural Upper Primary School in Assam, India

Kartakhat ME Madrasa, a private aided school located in the rural heartland of Assam, India, offers a glimpse into the educational landscape of a vibrant community. Established in 1986, this co-educational institution serves students from classes 6 to 8, providing upper primary education in the Assamese language. The school’s dedication to learning is evident in its well-maintained facilities and committed teaching staff.

The school’s infrastructure, though modest, is functional and well-suited to its purpose. The three classrooms are in good condition, providing a suitable learning environment for its students. The presence of a library, stocked with 45 books, underscores the school’s commitment to fostering a love of reading and knowledge. Furthermore, the availability of a playground provides valuable space for recreational activities and physical development.

The school’s dedicated staff comprises a total of seven teachers, including one head teacher, six male teachers, and one female teacher. Their collective expertise ensures a comprehensive educational experience for the students. The school’s commitment to its students is further evidenced by the provision of midday meals, prepared and provided on the school premises, ensuring that students receive adequate nourishment. This vital service enhances the overall learning experience.

Accessibility to clean drinking water is ensured through hand pumps, which are functional and readily available to both students and staff. While the school currently lacks electricity and a boundary wall, its management is striving to improve facilities progressively. The absence of computer-aided learning and computers underscores the challenges faced by many rural schools, a common issue impacting educational resources in developing regions.

The school’s management is actively engaged in improving the learning environment. Despite the absence of computer labs and other technological resources, the focus remains on providing quality education in a supportive environment. The fact that the school operates within a rural setting highlights the importance of educational initiatives aimed at reaching underserved communities. The dedication of teachers and management is creating a positive impact on the lives of the children.

The school’s academic focus is on providing a strong foundation in upper primary education, preparing students for future academic pursuits. The “Others” designation for class 10 and 10+2 boards indicates a degree of flexibility in educational pathways available to students. The school also follows the academic calendar, beginning its sessions in April.

The school’s location in the RANGIA block of the KAMRUP RURAL district of Assam underlines its geographical context within the larger state. This information serves to contextualize its operating environment, where access to resources and support may differ from urban institutions. The school’s rural setting plays a significant role in its identity and its mission.

The head teacher, Hemen Ch. Kalita, plays a pivotal role in guiding the school’s administration and educational direction. The school’s management, characterized as “Pvt. Aided,” indicates a collaborative approach between private and public funding, reflecting a common structure in many educational settings. The focus on providing quality education despite resource limitations highlights the spirit of dedication among the staff.

The school’s operational status demonstrates its significant role within the community. The absence of a pre-primary section is a reflection of its focus on upper primary education. Likewise, the unavailability of ramps for disabled children indicates future areas for potential improvement and expansion. Ongoing efforts to improve facilities are crucial for enhancing the school’s capacity to cater to the diverse needs of its student population.

Kartakhat ME Madrasa, while facing certain infrastructural challenges common to many rural schools, stands as a testament to the dedication of teachers, staff, and management in providing quality education in a rural setting. The school’s future development will certainly depend on continued support from both public and private sources to bridge the resource gap and further enhance the educational experience for its students.