RAHMANIA MADRASSA, SARUHARID

RAHMANIA MADRASSA, SARUHARID was established in 2010 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in RUPSHI block of BARPETA district of Assam. The school consists of Grades from 1 to 8. The school is Boys 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 8 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 have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 3 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.

Rahmania Madrasa, Saruharid: A Comprehensive Profile of a Rural Assam School

Rahmania Madrasa, Saruharid, a private, unaided boys’ school located in the rural RUPSHI block of BARPETA district, Assam, offers primary and upper primary education (classes 1-8). Established in 2010, this institution plays a vital role in the educational landscape of its community.

The school’s infrastructure includes a private building with eight classrooms, all in good condition, and additional rooms for non-teaching activities and the headmaster. Electricity is available, but the school lacks a boundary wall and a dedicated playground. Drinking water is provided via hand pumps, ensuring access to this essential resource. The school’s instruction medium is Assamese, reflecting the local linguistic context.

The teaching staff comprises nine male teachers, headed by MD SAIDUR RAHMAN. The absence of female teachers and a pre-primary section reflects the school’s current structure and focus. The school operates solely as a day school, not offering residential facilities. The academic session commences in April, aligning with the broader regional academic calendar.

Rahmania Madrasa’s facilities include three functional boys’ toilets, but it lacks a library, computer lab, and computer-aided learning resources. This highlights areas where potential improvements could enhance the learning experience. The absence of a ramp indicates a need for accessibility considerations for students with disabilities. Mid-day meals are not currently provided, presenting another area for potential development.

The school’s location in a rural area underscores its importance in providing education to children in this underserved community. Its accessibility via all-weather roads improves the chances of regular attendance.

The school’s management is committed to providing quality primary and upper-primary education to boys in the region, but it faces challenges, some stemming from its resource constraints. Addressing these limitations would significantly enhance the learning environment for the students.

While the absence of certain facilities might appear to be a setback, it also presents opportunities for future development and improvement. The school’s dedication to education, despite resource limitations, is commendable.

The availability of electricity and functional boys’ toilets are significant positive aspects of the school’s infrastructure. These contribute to a relatively functional learning environment for the students.

Further investment in infrastructure, including the addition of a library, computer lab, and improved accessibility features, could greatly benefit the students and enhance the overall educational experience.

The school’s management, in conjunction with local authorities and potentially NGOs, could explore opportunities to enhance the facilities and resources available to the students.

The progress and future of Rahmania Madrasa, Saruharid, is dependent on a combination of its internal commitment and external support. Addressing its limitations strategically could transform it into an even more effective educational institution for the boys of Saruharid.