PAHARGAON PRE SR. MADRASSA

PAHARGAON PRE SR. MADRASSA was established in 1996 and it is managed by the Department of Education. It is located in Rural area. It is located in KATLICHERRA 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 1 boys toilet and it is functional. and 1 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 and Prepared in School Premises providing mid-day meal.

Pahhargaon Pre Sr. Madrasa: A Detailed Profile of a Rural Assam School

Pahhargaon Pre Sr. Madrasa, located in the rural heartland of Assam, stands as a testament to the enduring pursuit of education. Established in 1996 under the Department of Education, this co-educational institution caters to students from Class 6 to Class 8. The school’s commitment to providing a basic education is evident despite its resource constraints.

The school’s infrastructure, though modest, serves its purpose. Housed in a dilapidated building, it nevertheless boasts three classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. While lacking a boundary wall and electricity connection, its functionality remains a priority.

The teaching staff comprises nine male teachers, dedicated to imparting knowledge using Bengali as the medium of instruction. The curriculum follows the Others board for both Class 10 and Class 10+2 levels, indicating a commitment to a comprehensive educational approach. The school’s commitment to its students extends to the provision of mid-day meals, prepared and served on the school premises.

Despite the absence of amenities like a library, playground, computers, or computer-aided learning facilities, the school maintains a strong focus on core academics. The lack of these resources underscores the need for increased support and investment in rural educational infrastructure. The school’s single boys’ and single girls’ toilets, though functional, highlight the need for improved sanitation facilities. The absence of drinking water sources further underscores this need.

The school’s head teacher, Zeaul Haque Barbhuiya, leads a team dedicated to providing quality education under challenging circumstances. His leadership guides the school’s operations, ensuring that education remains accessible to the students despite the limitations. The school’s location, accessibility via all-weather roads, and its April academic start date reflect its integration into the local community.

The school’s rural setting presents both challenges and opportunities. While access to resources may be limited, the close-knit community fosters a supportive learning environment. This strong community involvement may help compensate for the lack of some modern amenities.

The absence of a pre-primary section and the lack of female teachers present areas where further development could enhance the school’s capabilities. The recruitment of more female teachers would enrich the educational experience and provide better role models for the girls.

The school’s management, under the Department of Education, plays a vital role in resource allocation and overall support. Increased funding could significantly impact the school’s ability to improve its infrastructure and provide additional resources, further benefiting the students.

In conclusion, Pahhargaon Pre Sr. Madrasa, despite its limitations, provides essential education to its students. Its resilience and dedication to teaching serve as a powerful example of commitment to learning within a resource-constrained environment. Continued support and investment are vital to ensure the school’s continued success and help it overcome its challenges. Addressing the lack of amenities like a library, computer lab, and improved sanitation facilities would significantly enhance the learning environment.

Future improvements could focus on expanding the facilities, enhancing resources, and providing additional teacher training. With adequate support, Pahhargaon Pre Sr. Madrasa has the potential to become a model for rural education, enriching the lives of its students and contributing to the overall development of the community.