MADHAYA PANBARI S.H.A ME MADRASSA

MADHAYA PANBARI S.H.A ME MADRASSA was established in 1990 and it is managed by the Unrecognised. It is located in Rural area. It is located in BATADRAVA block of NAGAON 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 no 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 Not Provided providing mid-day meal.

Madhaya Panbari S.H.A Me Madrasa: A Comprehensive Overview

Madhaya Panbari S.H.A Me Madrasa, a co-educational upper primary school, stands as a vital educational institution in the rural landscape of Assam, India. Established in 1990, this unrecognised school plays a crucial role in providing education to students from classes 6 to 8. Located in the Batadrava block of Nagaon district, the school serves a community largely dependent on its services.

The school’s infrastructure includes three classrooms, all in good condition, housed in a private building. While lacking a boundary wall and electricity, the school boasts a playground, offering recreational space for students. The primary source of drinking water is hand pumps, ensuring access to this essential resource. The school’s teaching staff comprises three male teachers and three female teachers, under the guidance of one head teacher, S. Begum. The school’s total teaching staff amounts to six dedicated educators. The school’s academic instruction is entirely conducted in Assamese.

Focusing on its academic structure, Madhaya Panbari S.H.A Me Madrasa follows a curriculum leading to the “Others” board for class 10 and 10+2. The absence of a pre-primary section focuses its resources entirely on upper primary education. The school does not provide mid-day meals. The school’s administration confirms that there have been no instances of the school shifting to a new location.

Madhaya Panbari S.H.A Me Madrasa operates without computer-aided learning facilities and lacks a library. The absence of computers and a library indicates a need for resource development to enhance the educational experience. The lack of ramps further highlights the need for improved accessibility. The school’s operation and maintenance could be significantly enhanced by addressing these infrastructural shortcomings.

The school’s location in a rural setting underscores its importance in providing education to children in a less accessible area. Its role in educating the community is undeniably significant. Improved infrastructure and resource availability would further empower the school to fulfil its educational mandate effectively.

The existing teaching staff of six teachers demonstrates a commitment to educating the students. However, the absence of pre-primary education could possibly restrict access for younger children. The “Others” board for higher secondary education might also warrant further investigation to explore potential collaborations with recognized boards.

In summary, Madhaya Panbari S.H.A Me Madrasa serves a valuable purpose in the rural community. However, enhancing the infrastructure, providing access to technology, and exploring collaborations for curriculum enhancement would further strengthen its educational capabilities. The school’s dedication to educating the children of the area is laudable, and improvements in resource availability would significantly improve its educational potential.

The school’s management, categorized as “Unrecognised,” suggests potential opportunities for official recognition. Such recognition would likely open doors to accessing additional resources and support, further enriching the educational experiences offered.

The school’s commitment to education in a rural setting, despite its infrastructural limitations, highlights the need for greater support and investment in education at the grassroots level. Efforts towards improving facilities and resource availability would greatly benefit the students and enhance the overall quality of education provided.

The absence of specific contact information such as phone number and email address limits direct communication with the school. Providing such contact information would facilitate communication and collaboration with parents, potential donors, and other stakeholders. The provision of updated contact information would improve the transparency and accessibility of the school.