MADYA TELAPATHER BALIKA MUKTAB

MADYA TELAPATHER BALIKA MUKTAB was established in 1978 and it is managed by the Unrecognised. It is located in Rural area. It is located in JURIA block of NAGAON district of Assam. The school consists of Grades from 1 to 5. 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 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 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.

Madya Telapather Balika Muktab: A Rural Primary School in Assam

Madya Telapather Balika Muktab is a primary school located in the rural heart of Assam, India. Established in 1978, this co-educational institution serves students from Class 1 to Class 5, providing foundational education to the community. Operating from a private building, the school plays a vital role in the educational landscape of the Juria block within the Nagaon district.

The school’s infrastructure comprises a single classroom, ensuring a focused learning environment for its students. While lacking amenities like a playground, library, and computer lab, the school prioritizes basic necessities. A functional hand pump provides access to clean drinking water, and separate boys’ and girls’ toilets cater to the students’ needs. The school’s management is currently unrecognised.

The school’s teaching staff consists of three dedicated educators – two male teachers and one female teacher – ensuring a balanced approach to student learning. The head teacher, MD Mustafizur Rahman, leads the school’s operations and academic direction. Assamese serves as the primary medium of instruction, fostering a connection to the local culture and language.

The absence of certain amenities, such as a boundary wall, electricity, and computer-aided learning, highlights the challenges faced by many rural schools in India. Despite these limitations, the school’s commitment to providing basic education remains unwavering.

The school’s rural setting presents unique logistical considerations. However, its accessibility via all-weather roads helps ensure that students can reach the school consistently, irrespective of weather conditions. The school’s academic year aligns with the typical Indian school calendar, commencing in April.

While the school lacks a pre-primary section and does not offer midday meals, its focus remains on delivering quality primary education. The absence of a library and computers underscores the need for increased support and resources to enhance the learning experience for its students.

The school’s single classroom and the limited facilities reflect the prevalent resource constraints in many rural educational settings. However, the dedication of its teachers and the provision of basic necessities showcase a commitment to educating the children of the community.

The management’s unrecognised status could potentially present hurdles in securing funding and resources for further development. This highlights the importance of advocating for better support for rural schools, which play a crucial role in creating opportunities for children in underserved communities.

Madya Telapather Balika Muktab exemplifies the resilience and dedication of rural educational institutions. Despite challenges in infrastructure and resources, the school contributes significantly to the educational advancement of the region.

The school’s story underscores the importance of continued investment in rural education in India. Addressing infrastructure deficits and providing resources such as libraries, computer labs, and midday meals could greatly enhance the learning environment and improve the educational outcomes of students.

Madya Telapather Balika Muktab stands as a testament to the enduring importance of education in rural communities. While striving for improvements, the school remains committed to its fundamental mission: to educate and empower the next generation.