MOULANA TARI PRE SENIOR MADRASSA

MOULANA TARI PRE SENIOR MADRASSA was established in 2005 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in AGOMONI block of DHUBRI 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 Rent Free Building 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 a 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 and Prepared in School Premises providing mid-day meal.

Moulna Tari Pre Senior Madrasa: A Detailed Overview

Moulna Tari Pre Senior Madrasa, located in the rural heart of Assam, India, stands as a testament to educational commitment. Established in 2005, this co-educational institution caters to students from class 6 to class 8, providing upper primary education in the Assamese language. Managed by a private aided organization, the school offers a crucial educational bridge for students in the Agomoni block of Dhubri district.

The school’s infrastructure includes three classrooms housed in a rent-free building, all maintained in excellent condition. While lacking a boundary wall and electricity connection, the school compensates with a functional playground, fostering physical activity and recreation for its students. The school’s absence of a library doesn’t detract from its commitment to providing a mid-day meal, prepared and provided on school premises.

The dedicated teaching staff comprises eight teachers, including five male and three female educators. A single head teacher, Sheikh Sharifa Khatun, leads the team in delivering quality education. The school’s academic approach adheres to the “Others” board for classes 10 and 10+2, reflecting a unique educational pathway for its students.

Despite the lack of certain facilities, the school’s strengths lie in its commitment to accessible learning. Its rural location necessitates a focus on community engagement and making education attainable for local children. The absence of computer-aided learning and computers is a significant area for potential improvement.

The school’s management structure is private aided, emphasizing a partnership between public and private funding to ensure educational continuity. This model has allowed for sustainable operations since its founding. The fact that the school has no pre-primary section reflects the school’s primary focus on the upper primary grades.

The school’s accessibility remains a noteworthy aspect. Its location ensures accessibility through all-weather roads, facilitating student attendance year-round. The academic session at Moulna Tari Pre Senior Madrasa begins in April, coinciding with the broader academic calendar in India.

The school’s commitment to providing a mid-day meal underscores the dedication to student well-being, addressing nutritional needs alongside academic pursuits. This holistic approach acknowledges that comprehensive education encompasses both mental and physical nourishment.

The absence of certain amenities like a library and computers highlights areas for potential development. Access to resources such as books and technology could substantially enhance the learning experience and prepare students for future educational opportunities.

Further investment in infrastructure could further improve the learning environment. While the rent-free building provides a functional space, upgrades to facilities, such as the addition of a boundary wall and electricity connection, could provide a more conducive educational setting.

Moulna Tari Pre Senior Madrasa, despite its limitations, serves as a vital educational hub for its community. Continued support and development will solidify its role in the education of future generations in rural Assam.