KHANDAKARPARA G. H.MADRASSA

KHANDAKARPARA G. H.MADRASSA was established in 1979 and it is managed by the Department of Education. It is located in Rural area. It is located in BHAWANIPUR block of BARPETA district of Assam. The school consists of Grades from 9 to 10. 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 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 Pucca But Broken boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no 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 11 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Khandakarpara G. H. Madrassa: A Comprehensive Overview

Khandakarpara G. H. Madrassa, a girls’ school located in the rural BHAWANIPUR block of BARPETA district, Assam, stands as a testament to educational commitment in a rural setting. Established in 1979 under the Department of Education, this secondary school (classes 9-10) plays a vital role in the community, providing crucial education to young girls.

The school’s infrastructure, though modest, serves its purpose effectively. Housed in a government building, it boasts three well-maintained classrooms, ensuring a conducive learning environment for its students. The presence of electricity and tap water access underscores the school’s dedication to providing essential resources. While the pucca boundary wall is described as broken, the school actively maintains its functional state, indicating a commitment to upkeep.

The school’s academic approach is noteworthy. Instruction is conducted entirely in Assamese, catering to the local linguistic landscape. The school follows the State Board curriculum for class 10, ensuring students receive a nationally recognized education. The presence of both male and female teachers (6 each), totaling 12 dedicated educators, guarantees a balanced approach to instruction, mentoring, and creating a holistic learning experience.

Technology integration is evident with the presence of 11 functional computers and a dedicated computer-aided learning lab. This modern inclusion enhances the learning process, enabling access to digital resources that broaden educational horizons beyond traditional textbooks.

The school’s commitment extends beyond academics, encompassing the essential well-being of its students. A midday meal program, prepared and provided within the school premises, ensures that students receive proper nutrition, reducing potential barriers to academic success. The availability of separate functional toilets for boys and girls reflects a commitment to hygiene and gender sensitivity.

Despite the lack of a library and playground, the school utilizes available resources to offer a complete learning experience. This underscores resourcefulness and a dedication to providing the best possible education, given its available resources. The absence of ramps highlights an area for potential future development, especially concerning inclusivity.

The school’s focus on girls’ education directly addresses gender disparity in access to education, contributing significantly to the empowerment of young women in the community. This focus complements the school’s dedication to quality education, creating a positive impact on the lives of the students.

The school’s location in a rural area emphasizes its crucial role in providing education to girls who might otherwise lack access to learning opportunities. This accessibility serves as a vital component in fostering community development and empowering the next generation.

Khandakarpara G. H. Madrassa stands as a symbol of educational perseverance in a rural setting. Though challenges exist, the school’s dedication to its students’ academic and holistic well-being is evident in its functionality and commitment to creating a supportive learning environment.

The school’s ongoing operation, despite resource limitations, is a testament to the commitment of both the administration and the community. Continued support and development could further enhance the school’s already impactful contribution to the education and empowerment of girls in the region.