PA. GOLAPARA IS. MOKTAB MADR

PA. GOLAPARA IS. MOKTAB MADR was established in 1997 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in SRIJANGRAM block of BONGAIGAON district of Assam. The school consists of Grades from 1 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 Private building. It has got 7 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 1 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 50 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.

PA. Golapara Is. Moktab Madr: A Rural Primary School in Assam

PA. Golapara Is. Moktab Madr, a private primary school in Assam, India, stands as a testament to the ongoing efforts to provide education in rural areas. Established in 1997, this co-educational institution caters to students from Class 1 to Class 8, offering a primary and upper primary education. The school’s management falls under the category of “Madarsa Unrecognized,” reflecting its unique operational structure.

The school’s infrastructure, while modest, provides a functional learning environment. Seven classrooms house the students, supplemented by additional rooms for non-teaching activities and a dedicated space for the head teacher. A significant feature is the presence of a library, stocked with 50 books, offering students valuable access to reading materials. Furthermore, a playground provides a crucial space for recreation and physical activity.

Despite its rural location in the SRIJANGRAM block of BONGAIGAON district, the school remains accessible via an all-weather road. Its academic session aligns with the regional norm, commencing in April. The instruction medium is Assamese, fostering a connection to local language and culture. The school operates within a private building, lacking a boundary wall and electricity connections. Basic sanitation is provided with separate boys and girls toilets. The absence of a drinking water facility highlights a key area needing improvement.

The school’s teaching staff comprises a dedicated team of seven male and three female teachers, led by Head Teacher ABUL KASHEM. A total of ten teachers contribute to the educational process. The absence of pre-primary classes and computer-aided learning reflects the school’s resource limitations, presenting opportunities for future development and technological integration.

While the school doesn’t provide midday meals, the availability of a playground and library highlights a commitment to holistic child development, beyond purely academic pursuits. The lack of ramps for disabled children indicates a potential area for future accessibility improvements. The absence of computers further underscores the need for technology upgrades to enhance the learning experience.

The school’s operational details, such as the lack of a boundary wall and electricity, highlight its resource constraints. However, the presence of a library and playground suggests efforts to create a supportive and enriching environment for students. The school’s management structure, categorized as “Madarsa Unrecognized,” suggests a unique organizational model deserving of further exploration.

The school’s location in a rural setting underscores the challenges faced in delivering quality education to underserved communities. The provision of basic amenities like toilets, a library and playground demonstrates a commitment to providing a functional learning environment despite limited resources. Further development could include improvements in infrastructure, including electricity, drinking water facilities, and the addition of computer-aided learning resources.

The dedicated staff, with a significant number of male and female teachers, underlines a commitment to educating the students. The head teacher’s role is crucial in guiding the school’s development and fostering a positive learning environment. The school’s reliance on Assamese as the instruction medium highlights its cultural relevance and sensitivity.

The absence of a pre-primary section indicates a potential area for expansion, catering to younger children and extending the educational reach of the institution. This would require additional resources, including teachers, classrooms, and learning materials.

Addressing the needs identified above, including infrastructure upgrades, the provision of midday meals, the addition of a computer lab, and enhanced accessibility measures, could significantly enhance the quality of education provided at PA. Golapara Is. Moktab Madr and better serve the students and community. The school’s continued operation is a testament to its importance in the community and underscores the need for ongoing support and development.