MOULANA ABUL KALAM AZAD MEM

MOULANA ABUL KALAM AZAD MEM was established in 1990 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in BISWANATH block of SONITPUR 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 Government 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 1 girls toilet and it is functional. The school has a playground. The school has a library and has 40 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.

Mouluna Abul Kalam Azad Memorial School: A Comprehensive Overview

Mouluna Abul Kalam Azad Memorial (MAKAZ) school, identified by code 18110506703, is a government-run, upper primary school located in the rural area of Biswanath block, Sonitpur district, Assam. Established in 1990, it operates under the Pvt. Aided management and caters to students from Class 6 to Class 8. The school’s academic year commences in April, with Assamese serving as the primary language of instruction.

The school building, though government-provided, presents a clear picture of its resource limitations. With only two classrooms, the school serves a significant student population, necessitating creative space management. Despite this constraint, all classrooms are maintained in good condition. Additional spaces include two rooms dedicated to non-teaching activities and a separate office for the head teacher.

The school’s infrastructure showcases both its existing resources and areas needing improvement. The absence of a boundary wall poses a potential security concern, and the lack of electricity presents a significant challenge for various school operations, particularly in utilizing technology for enhanced learning. However, the presence of a playground and a functional library, containing 40 books, provides valuable supplementary learning opportunities for the students. The school’s provision of hand pumps addresses the critical need for safe drinking water. A single functional girls’ toilet is available, highlighting a critical need for improved sanitation facilities.

The teaching staff comprises a dedicated team of six teachers, including three male and three female educators, along with one head teacher, JABAL AHMED. This collective provides essential educational support. Though lacking computers and computer-aided learning facilities, the school makes concerted efforts to provide quality education within its constraints. Importantly, the school actively participates in the mid-day meal program, ensuring that students receive nutritious meals on school premises.

The school’s co-educational nature, along with its upper primary focus (classes 6-8), serves a specific community need. Its location and accessibility via all-weather roads ensure that students can attend school regardless of weather conditions. While there is no pre-primary section available, the school’s consistent operation for over three decades is a testament to its commitment to educating the community’s children.

The school’s academic affiliation is noteworthy. It follows an “Others” board for both class 10th and 10+2 examinations, indicating a unique curriculum or alignment with a less conventional educational board. Further research could shed light on this particular aspect.

Overall, Mouluna Abul Kalam Azad Memorial school serves as a vital educational institution in its rural location. Despite its resource limitations, it continues to deliver essential education services. This highlights the determination of the school’s management and staff in providing vital education in challenging circumstances. The absence of a boundary wall, electricity, and adequate toilet facilities points to critical areas requiring further investment and support to enhance the overall learning environment.

Future improvements could involve securing funding for electricity, constructing a boundary wall, expanding sanitation facilities, and integrating technology into the classroom. By addressing these needs, the school can better equip its students for success. Further, exploring potential partnerships to enhance the library’s resources and incorporating computer-aided learning could vastly improve educational opportunities.

Through ongoing support and improvements, MAKAZ school can better serve its community. The school’s commitment to education within these constraints showcases its dedication to the students and the valuable role it plays in the local community’s development. Efforts towards improvement are crucial in ensuring that this school continues to thrive and provide high-quality education for years to come.