POYESTI SHADI BHASA PRE-SR. MAD

POYESTI SHADI BHASA PRE-SR. MAD was established in 2002 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in BILASIPARA 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 Hand Pumps 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.

Poyesti Shadi Bhasa Pre-Sr. Mad School: A Comprehensive Overview

Poyesti Shadi Bhasa Pre-Sr. Mad, a private aided school located in the rural area of Bilasipara block, Dhubri district, Assam, India, opened its doors in 2002. This upper primary school (grades 6-8) caters to students in a co-educational setting, offering instruction primarily in Assamese. The school’s unique characteristics and operational details are explored in this comprehensive article.

The school operates within a rent-free building, equipped with three well-maintained classrooms dedicated to teaching. While lacking a boundary wall and electricity, the school offers a safe and functional learning environment. Notably, it boasts a playground, providing students with a space for recreational activities and physical development. The school relies on hand pumps for its drinking water supply, ensuring access to clean water.

The school’s teaching staff comprises eight male teachers, led by Head Teacher Lal Chand Sheikh. Despite not having a pre-primary section, the school successfully implements the provided midday meal program on its premises, ensuring students receive nourishment.

The school’s academic structure aligns with the “Others” board for both class 10th and 10+2 examinations, suggesting a curriculum tailored to regional needs and potentially incorporating diverse learning pathways.

The school’s management emphasizes a holistic approach, recognizing the importance of a conducive learning environment. While lacking certain amenities, the availability of a playground and the commitment to providing meals highlight its dedication to student well-being.

The absence of computer-aided learning and a library reflects resource limitations, highlighting potential areas for future development and expansion. This underscores a need for further investment to enhance the educational experience.

The school’s operational efficiency is supported by its single head teacher and the efficient use of its existing three classrooms. The absence of female teachers presents an opportunity for diversifying the teaching staff and potentially expanding the range of perspectives offered to students.

The school’s rural setting may present unique challenges, emphasizing the importance of community engagement and the potential need for additional resources to address the specific needs of students from this context.

Despite not having a computer lab or library, the school’s focus on providing meals and maintaining a safe learning environment demonstrates a dedication to student well-being. The strong teaching staff, comprised entirely of male teachers, signifies a robust commitment to education.

In conclusion, Poyesti Shadi Bhasa Pre-Sr. Mad serves as an example of a functional school operating within a resource-constrained environment. While lacking certain modern amenities, its dedication to education, provision of meals, and provision of a playground create a supportive learning atmosphere for its students. The school’s strengths and limitations offer valuable insights into the diverse educational landscape of rural Assam.