MADHYA GEREKI PR SR MADRASSA

MADHYA GEREKI PR SR MADRASSA was established in 1996 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in RUPAHI 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 1 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 Applicable providing mid-day meal.

Madhya Gereki Pr Sr Madrasa: A Comprehensive Overview of a Rural Assam School

Madhya Gereki Pr Sr Madrasa, a private aided school established in 1996, serves the rural community of Rupahi block in Nagaon district, Assam. Operating as an upper primary school (classes 6-8), it provides education to students in the Assamese language. The school’s co-educational environment fosters learning for both boys and girls.

The school’s infrastructure includes a single classroom, housed within a private building. While it lacks a boundary wall and electrical connection, it boasts a playground, offering students a space for recreation and physical activity. Access to clean drinking water is ensured through hand pumps. The absence of a library is notable, indicating a potential area for improvement in resource provision.

The teaching staff comprises a total of eight teachers: seven male teachers and one female teacher, led by Head Teacher MD. Ziaur Rahman. The school’s management structure is characterized as Pvt. Aided, suggesting a blend of private and government support. This structure may influence its financial stability and resource allocation.

The school’s academic focus lies within the upper primary curriculum, specifically covering classes 6 through 8. Students pursue their secondary education elsewhere, potentially at institutions affiliated with ‘Others’ boards, given the school’s reported affiliation with ‘Others’ boards for class 10 and 10+2. This detail highlights a potential need for clearer communication regarding the school’s role in the broader educational pathway for its students.

While the absence of amenities like computers and a computer-aided learning lab might seem a limitation, the presence of a dedicated playground underscores the school’s commitment to providing a balanced educational experience. This suggests a focus on practical learning, perhaps complementing academic instruction with physical activity and outdoor engagement. The lack of computer access, however, does limit opportunities for technology-integrated education.

The school’s operational details reveal that it follows an April-commencing academic calendar. The information suggests it does not offer pre-primary education and does not operate as a residential school.

The lack of separate toilet facilities for boys and girls is a significant area needing improvement, emphasizing the importance of providing gender-segregated sanitation to promote hygiene and safety. Similarly, the absence of a library and computer lab underscores the need for enhanced learning resources to support the educational aspirations of the students.

The school’s location in a rural setting presents both challenges and opportunities. While accessibility may be a factor, the close-knit community can contribute to a supportive learning environment. Effective community engagement could play a vital role in addressing the school’s resource limitations and further enhancing its educational capabilities.

Madhya Gereki Pr Sr Madrasa serves an important role within its community, despite its resource limitations. Further investment in infrastructure and resources would significantly improve the learning environment, ensuring that its students receive a more comprehensive and enriching education.

Addressing the identified shortcomings, particularly in infrastructure and resource provision, could transform the school into a more vibrant and impactful institution, better equipping its students for future success. Future development plans could focus on securing funding for essential amenities, such as a library, computer lab, and improved sanitation facilities.