N.A MAZUMDER MEMORIAL PR.SR. MADRASSA

N.A MAZUMDER MEMORIAL PR.SR. MADRASSA was established in 2003 and it is managed by the Unrecognised. It is located in Rural area. It is located in HAILAKANDI 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 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 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 Not Provided providing mid-day meal.

N.A Mazumder Memorial Pr. Sr. Madrasa: A Rural Upper Primary School in Assam

N.A Mazumder Memorial Pr. Sr. Madrasa, established in 2003, serves the rural community of Hailakandi district in Assam, India. Operating as an unrecognized, co-educational upper primary school, it caters to students from classes 6 to 8. The school’s instruction medium is Bengali, reflecting the local linguistic landscape. While lacking certain amenities, its dedicated teaching staff strives to provide quality education to its students.

The school’s infrastructure presents challenges. Housed in a dilapidated building, it possesses only one classroom, highlighting the need for infrastructural improvements. The absence of a boundary wall, electricity, and a playground further emphasizes the need for resources and support. The lack of a library and computers also limits the educational opportunities available to students. The school’s drinking water source is currently unavailable, posing a significant concern for the health and well-being of the students and staff.

The school employs a total of nine teachers, comprising six male and three female educators. This dedicated team provides instruction across the curriculum. The absence of a pre-primary section indicates the school’s focus on upper primary education. The school’s management is currently categorized as unrecognized. This status may impact its ability to access crucial resources and funding, hindering its growth and development.

The school’s location, accessibility, and operational aspects merit consideration. Located in a rural setting, it remains accessible throughout the year via all-weather roads. The academic session commences in April, aligning with the standard academic calendar in the region. The school does not function as a residential school and does not provide midday meals. The head teacher, Anchar Uddin Barbhuiya, leads the dedicated teaching staff.

The absence of essential facilities such as toilets, a library, playground, computer lab and electricity represents significant challenges. Addressing these issues would greatly improve the learning environment and enhance the overall educational experience for the students. The school’s dilapidated condition underscores the need for urgent repairs and renovations to ensure a safe and conducive learning space for its students.

The lack of computer-aided learning further limits the opportunities for students to engage with modern technology and develop essential digital literacy skills. The absence of a boundary wall compromises the safety and security of the students and the school’s property. These factors highlight the need for external support and resources to address these critical infrastructural gaps.

The school’s commitment to education in a challenging environment is commendable. However, the scarcity of resources emphasizes the need for sustained support from government agencies, NGOs, and philanthropic organizations. Investing in the school’s infrastructure and providing additional resources can significantly improve the educational opportunities for the students and empower them to reach their full potential.

Securing adequate funding for infrastructure development, procuring essential resources like computers and library books, and providing training for teachers on using technology in education are crucial steps towards enhancing the school’s capacity. Collaborating with local communities to address issues such as providing drinking water and maintaining hygiene facilities would also contribute significantly to the improvement of the school.

The current status of N.A Mazumder Memorial Pr. Sr. Madrasa highlights the critical need for improved infrastructure and resource allocation in rural schools. Transforming this school requires a concerted effort from various stakeholders, including the government, local communities, and non-governmental organizations. Their collective contribution will significantly improve the learning environment and create better opportunities for the students.

Improving this school will not only benefit the students but also contribute to the overall development of the community. Empowering this rural school through strategic interventions can lead to positive socio-economic changes in the region. This transformation will equip the students with the skills and knowledge needed to thrive in the future and contribute meaningfully to society.