POYESTI DIMATOLA ME MADRASSA

POYESTI DIMATOLA ME MADRASSA was established in 1974 and it is managed by the Department of Education. It is located in Rural area. It is located in GAURIPUR 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 Government 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 Hand Pumps 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 a library and has 67 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.

Poyesti Dimatola Me Madrasa: A Rural Upper Primary School in Assam

Poyesti Dimatola Me Madrasa, a government-run upper primary school, stands as a testament to educational access in rural Assam. Established in 1974 under the Department of Education, this co-educational institution serves students from classes 6 to 8, providing a crucial link in their educational journey. Located in the Gauripur block of Dhubri district, the school plays a vital role in the community, offering essential learning opportunities to children in a rural setting.

The school’s infrastructure comprises a government building with three functional classrooms, ensuring a conducive learning environment for its students. While lacking a boundary wall and electricity connection, the school offers essential amenities, including separate boys’ and girls’ toilets, and a library stocked with 67 books, providing access to valuable resources beyond the classroom. The availability of hand pumps ensures access to drinking water, a critical factor in maintaining hygiene and student well-being. Importantly, ramps for disabled children facilitate accessibility, promoting inclusivity within the school. The provision of midday meals on the school premises ensures students receive necessary nourishment to support their learning.

The school’s teaching staff consists of four male teachers, who impart education primarily through the Assamese language. The head teacher, Sheikh Khabir Uddin Ahmed, leads the team, ensuring effective instruction and management. The school’s academic focus on upper primary education (classes 6-8) prepares students for their continued learning, providing a solid foundation in essential subjects. While the school lacks computers and a computer-aided learning lab, its commitment to providing quality education remains unwavering. The school’s commitment to education shines through its dedicated teaching staff and its provision of a suitable learning environment.

The school’s management adheres to the standards set by the Department of Education, reflecting a commitment to upholding educational quality. Its rural location highlights the crucial role it plays in providing educational opportunities to children in remote areas, often lacking access to more centralized institutions. The school’s operational model, which includes providing meals prepared within the school premises, enhances the overall learning experience.

Poyesti Dimatola Me Madrasa stands as a valuable educational resource in the community, despite its limitations. The school’s enduring presence, since 1974, reflects its steadfast dedication to serving the children of the region. Its commitment to providing a safe and supportive environment is highlighted by the inclusion of separate toilet facilities for boys and girls and the provision of drinking water.

The school’s focus on Assamese as the medium of instruction demonstrates a commitment to preserving the local language and culture. The lack of a pre-primary section suggests future expansion possibilities, potentially catering to an even broader range of student needs. The school’s success relies on the ongoing support from the community, the Department of Education, and other stakeholders dedicated to the education of children in this rural area.

The school’s adherence to the Others board for class 10 and 10+2 examinations illustrates a flexibility in meeting local academic requirements. The absence of contract teachers indicates a reliance on a dedicated teaching staff, further highlighting the commitment of its educators. The lack of a playground, while a drawback, does not diminish the value of the educational opportunities provided.

The school’s location in a rural area underscores the challenges and successes of delivering education in remote regions. The continued operation of the school over several decades is a testament to its enduring importance and its contribution to the community. The success of Poyesti Dimatola Me Madrasa rests on the continued support of the community, fostering a collaborative partnership for the betterment of its students.

In conclusion, Poyesti Dimatola Me Madrasa serves as a valuable educational institution in a rural setting, dedicated to providing quality upper primary education despite some infrastructural limitations. Its commitment to education, reflected in its dedicated teachers, provision of meals and essential facilities, makes it a pivotal part of the local community. Its existence highlights the importance of reaching even the most remote areas with quality education. The future success of the school depends on continued support from the local community, the Department of Education, and any other organizations dedicated to improving educational access.