MERISUTI SUBAHI MUKTAB

MERISUTI SUBAHI MUKTAB was established in 2001 and it is managed by the Unrecognised. It is located in Rural area. It is located in BISWANATH block of SONITPUR district of Assam. The school consists of Grades from 1 to 5. 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. 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 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 Applicable providing mid-day meal.

Merisuti Subahi Muktab: A Rural Primary School in Assam

Merisuti Subahi Muktab is a primary school located in the rural area of Biswanath block, Sonitpur district, Assam. Established in 2001, this privately managed, unrecognised school caters to students from Class 1 to Class 5. The school’s unique characteristics and operational details paint a picture of its functioning within the community it serves.

The school’s infrastructure includes a single classroom, sufficient for its current student population. While lacking certain amenities typically found in larger schools, its focus remains on providing basic education. The absence of a boundary wall, electricity, and a playground highlights the resource constraints faced by the institution. However, the availability of hand pumps ensures access to potable water for students and staff.

The teaching staff consists of two male teachers, demonstrating a commitment to providing instruction despite the limitations. The school’s reliance on Assamese as the medium of instruction reflects the local linguistic context. The presence of a head teacher, MD. Dilowar Hussain, further underscores the dedication to maintaining educational continuity within the school.

The school operates as a co-educational institution and boasts an attached pre-primary section, catering to a broader age range within the community. This highlights the school’s significance as a central hub for early childhood education in the region. The curriculum follows an “Others” board for Class 10 and Class 10+2, indicating flexibility in aligning with prevailing educational standards.

The school’s rural location presents both challenges and opportunities. While access to resources may be limited, its proximity to the community allows for strong local engagement and support. The school’s accessibility via all-weather roads ensures that students can attend regardless of weather conditions. The April commencement of the academic session aligns with the regional climate and agricultural cycles.

The lack of a computer lab and computers, along with the absence of a library, reflects the school’s current resource limitations. These factors, however, do not diminish the importance of the school’s role in providing basic primary education. The school’s management is working within existing constraints to offer a valuable service to the local children.

The school’s management structure is officially classified as “Unrecognized,” a status that may influence its access to funding and resources. This status also indicates potential areas for improvement and growth, highlighting opportunities for future development and support.

The commitment of the two teachers, despite the lack of female teachers, showcases dedication to providing quality education in a challenging environment. Their efforts underscore the importance of community involvement and the resilience of educational initiatives in underserved areas.

The absence of certain amenities should not overshadow the crucial role Merisuti Subahi Muktab plays in providing foundational education to children in its rural location. The school’s continued operation despite challenges speaks volumes about the commitment of its staff and the community’s need for basic educational services.

Further support and investment in infrastructure and resources would significantly enhance the educational opportunities available at Merisuti Subahi Muktab, allowing it to reach its full potential in serving the community’s educational needs. The school’s future development is dependent upon increased support and recognition.