MARI GOLD ACADEMY

MARI GOLD ACADEMY was established in 2009 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SALCHAPRA block of CACHAR district of Assam. The school consists of Grades from 1 to 8. The school is Co-educational and it have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Bengali 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 5 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 None and it is functional. The school has 0 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 20 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.

Mari Gold Academy: A Comprehensive Profile of a Rural Assam School

Mari Gold Academy, a private, co-educational school located in the rural expanse of Salchapra block, Cachar district, Assam, stands as a testament to educational provision in underserved areas. Established in 2009 under private unaided management, the academy serves students from Class 1 to Class 8, offering a primary and upper primary education. The school’s commitment to education is evident in its dedicated teaching staff and existing resources.

The academy boasts a team of eight teachers, comprising two male and six female educators, supplemented by two dedicated pre-primary teachers. This strong teaching force ensures a student-teacher ratio conducive to effective learning. The medium of instruction is Bengali, reflecting the local linguistic landscape. The school’s commitment to early childhood education is highlighted by the presence of a pre-primary section.

The school infrastructure, while modest, is functional. The private building houses five classrooms, all in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. A library, stocked with 20 books, offers students access to supplementary learning materials, fostering a love for reading and research. The absence of a boundary wall, electricity, and playground, however, presents opportunities for future development and improvement.

The academy’s head teacher, Mumin Ara Laskar, leads a team dedicated to providing quality education in a rural setting. The school’s location in a rural area highlights the challenges and opportunities present in extending educational access to all parts of the region. The presence of one functional girls’ toilet also underscores the school’s commitment to providing basic amenities. However, the lack of a boys’ toilet and other resources points to areas requiring attention.

The absence of computer-aided learning facilities and computers reflects the ongoing need for technology integration in education within this region. This lack of technological resources underscores the potential for future development and improvement, allowing for enhanced learning opportunities.

The academy’s lack of a boundary wall, electricity connection, and playground presents areas for future infrastructure development. Improvements in these areas would enhance the overall learning environment and contribute to a more comprehensive educational experience. The school’s existing resources, such as the library, however, demonstrate a commitment to providing a functional learning space.

The drinking water situation at Mari Gold Academy requires attention. The current lack of a reliable source of drinking water poses a potential health risk and needs immediate improvement. Safe and reliable access to clean drinking water is a crucial aspect of a healthy and productive learning environment.

The school’s reliance on Bengali as the medium of instruction aligns with the local context and caters to the linguistic needs of the students. This localized approach to teaching and learning is a positive aspect of the academy’s operations. However, opportunities to integrate other languages and subjects should be explored for broadening the students’ horizons.

The absence of ramps for disabled children highlights the necessity for future accessibility improvements. Ensuring accessibility for all students is crucial for fostering an inclusive and equitable learning environment. Further development in this area would align the academy with principles of universal design and inclusive education.

Mari Gold Academy, though operating with limited resources, provides essential educational services to the rural community it serves. The ongoing commitment of its teachers and leadership, combined with opportunities for future development and improvement, positions the school for continued growth and positive impact on the lives of its students.

The academy’s future development will likely hinge on securing additional funding and resources to address existing infrastructural gaps, particularly concerning the provision of clean drinking water, electricity, a boundary wall, and a playground. The potential addition of computer-aided learning facilities and computers would greatly enhance the learning experience and prepare students for future technological advancements.