MADHYA HATIR TARI MEM

MADHYA HATIR TARI MEM was established in 1994 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in BARPETA block of BARPETA 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 2 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 50 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.

Madhya Hatir Tari MEM: A Comprehensive Overview of an Upper Primary School in Assam, India

Madhya Hatir Tari MEM, a private aided school located in the rural expanse of Barpeta district, Assam, stands as a testament to educational commitment in a remote area. Established in 1994, this upper primary school caters to students from classes 6 to 8, providing a crucial link in their educational journey. The school’s dedication to education is evident in its commitment to providing a conducive learning environment.

The school boasts a well-maintained infrastructure, including two classrooms designed for effective teaching and learning. These facilities are further complemented by a library stocked with 50 books, fostering a love for reading and providing students with access to valuable resources. The presence of a playground underscores the school’s commitment to holistic development, recognizing the importance of physical activity in a child’s overall well-being.

The school’s operational aspects reflect a strong focus on the students’ needs. The availability of hand pumps ensures access to clean drinking water, a vital aspect of maintaining hygiene and health within the school community. The school’s co-educational nature promotes inclusivity and provides a balanced learning environment for both boys and girls. The institution’s teaching staff comprises seven teachers, including six male and one female teacher, led by Head Teacher Shamshul Haque. They work tirelessly to impart knowledge using Assamese as the medium of instruction.

The school’s academic approach aligns with the state curriculum, preparing students for further education. The school’s affiliation with “Others” boards for class 10 and 10+2 examinations provides students with diverse academic pathways. The school’s commitment to student well-being extends to the provision of midday meals, prepared and served within the school premises, ensuring proper nourishment for its students.

While the school currently lacks a boundary wall and electrical connections, these aspects do not diminish the school’s commitment to providing quality education. The absence of computer-aided learning facilities and computers highlights areas where future improvements could enhance the learning experience further. Despite these limitations, the school’s dedication to its students is palpable.

The school’s location in a rural area underscores its significance in bridging the educational gap and providing access to learning opportunities for children in underserved communities. The school’s management recognizes its role in shaping young minds and is dedicated to providing a nurturing and supportive environment for the students’ intellectual and social growth.

Madhya Hatir Tari MEM exemplifies resilience and a steadfast commitment to the education of children in a rural setting. Despite facing certain infrastructural challenges, the school’s dedicated teachers and supportive community consistently strive to make a positive impact on the lives of their students. The school’s existence serves as a powerful symbol of hope and opportunity in the region.

The school’s commitment to its students extends beyond the classroom, fostering a sense of community and shared purpose. The provision of midday meals is a testament to this commitment, ensuring that students receive the nourishment needed to succeed academically and thrive physically.

The school’s story is one of dedication, perseverance, and unwavering commitment to education in a challenging environment. Madhya Hatir Tari MEM represents a beacon of hope, offering a pathway to a brighter future for the children of the Barpeta district. Their success reflects the collective efforts of the teachers, students, and the community they serve. It’s a compelling narrative highlighting the power of education to transform lives and contribute to the progress of a region.