MOULANA BASARAT ALI MEM

MOULANA BASARAT ALI MEM was established in 1981 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in LALA block of HAILAKANDI 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. 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 Dilapidated building. It has got 3 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 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 Provided but not Prepared in School Premises providing mid-day meal.

Mouluna Basarat Ali Memorial School: A Rural Upper Primary Institution in Assam, India

Mouluna Basarat Ali Memorial (MOULANA BASARAT ALI MEM) school, established in 1981, serves the rural community of Lala block in Hailakandi district, Assam, India. This privately aided co-educational institution provides upper primary education, catering to students from classes 6 to 8. The school’s unique characteristics and challenges offer a glimpse into the realities of education in rural India.

The school’s infrastructure presents a significant challenge. Housed in a dilapidated building, the school manages with just three classrooms. While these classrooms are reportedly in good condition, the lack of a boundary wall, electricity, and basic amenities like drinking water and toilets highlights the need for infrastructural improvement.

The school’s academic program relies on Bengali as the medium of instruction. Seven teachers, including six men and one woman, deliver the curriculum. The absence of a pre-primary section and the reliance on “Others” as the board for class 10 and 10+2 examinations suggests a need for further academic resource expansion. The school does not offer computer-aided learning or a library, limiting access to modern educational tools and resources.

The school’s mid-day meal program is noteworthy, though meals are provided from an external source rather than prepared on the premises. This arrangement, while ensuring students receive nutrition, underscores the school’s resource constraints. The absence of a playground and computers further emphasizes the limitations in providing a comprehensive and enriching educational experience.

The school’s rural location presents both advantages and disadvantages. While it serves a crucial need in the community, accessibility and resource acquisition are often more challenging compared to urban schools. The lack of a ramp for disabled children highlights a critical area needing attention to ensure inclusivity.

The school’s management, while private-aided, faces considerable hurdles in maintaining a satisfactory learning environment. The absence of a head teacher also signals a leadership gap that may impact overall school performance and administration.

The school’s geographical coordinates (39.46812280 Latitude, 46.72746330 Longitude) and pincode (788163) provide essential locational information. However, the lack of contact information like phone number and email address hinders effective communication and engagement with the institution.

Mouluna Basarat Ali Memorial school represents the many challenges and opportunities in rural education. While providing a valuable service to its community, the school urgently needs support to address its infrastructure deficiencies, expand its resources, and enhance the overall learning experience for its students.

Improving the school’s infrastructure, providing essential amenities, and equipping it with modern educational resources would significantly enhance the quality of education provided. Investing in teacher training and leadership development is also crucial for long-term improvement.

The story of Mouluna Basarat Ali Memorial school highlights the need for increased investment in rural education, particularly in infrastructure development and resource provision. Addressing these challenges will enable schools like this to provide quality education and empower students in underserved communities.