RUPARGOOL ME MADRASSA

RUPARGOOL ME MADRASSA was established in 1980 and it is managed by the Department of Education. It is located in Rural area. It is located in SOUTH KARIMGANJ block of KARIMGANJ 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 Private building. It has got 5 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 100 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.

RUPARGOOL ME MADRASSA: A Detailed Profile of an Upper Primary School in Assam

RUPARGOOL ME MADRASSA, a private upper primary school located in the rural heart of Assam, India, offers a unique glimpse into the educational landscape of the region. Established in 1980 under the Department of Education, this co-educational institution serves students from classes 6 to 8, providing a crucial link in their educational journey.

The school’s infrastructure, while modest, is functional. Housed in a private building, it boasts five classrooms in good condition, ensuring a suitable learning environment for its students. Complementing the classrooms are two boys’ toilets and two girls’ toilets, demonstrating a commitment to basic sanitation. Furthermore, the presence of a playground and a library stocked with 100 books indicates an effort to foster holistic development, going beyond pure academics. The availability of ramps for disabled children showcases a thoughtful consideration for inclusivity.

The school’s academic program is conducted entirely in Bengali, the prevalent language of the region. A team of 10 male teachers diligently guides the students, providing crucial instruction and mentorship. The school’s management follows the “Others” board for class 10 and 10+2 examinations, reflecting the diversity of educational pathways available. The head teacher, ALA UDDIN, leads the institution with a single-minded focus on delivering quality education. The school provides and prepares mid-day meals on the premises, addressing a fundamental need for many of its students.

Despite its strengths, the school faces certain challenges. The lack of electricity and a boundary wall pose limitations to the overall learning environment. The absence of drinking water facilities necessitates the need for immediate attention and improvement. The absence of computer-aided learning and computers underscores the need for technological integration to enhance the learning experience.

The school’s location in a rural area presents both opportunities and obstacles. While it serves a critical need within the community, access to resources and infrastructure may be comparatively limited. The school’s commitment to providing education despite these limitations is commendable.

The school’s management structure, under the Department of Education, provides a framework for accountability and support. This affiliation ensures a degree of oversight and access to potential resources and aid. The school’s dedication to providing a basic yet functional education underscores the critical role it plays in its community.

In summary, RUPARGOOL ME MADRASSA stands as a testament to the ongoing efforts to provide education in rural areas. While facing infrastructural and resource limitations, the school serves its students with diligence and commitment. The provision of mid-day meals and the presence of a library and playground demonstrate a holistic approach to education.

The absence of certain amenities highlights the need for further development and investment in rural education. The school’s progress demonstrates the importance of consistent support and resource allocation to enhance the quality of education available to students in underserved communities. The dedication of the teachers and the efforts of the administration underscore the significance of committed leadership.

The school’s continued operation and the dedication of its staff represent a beacon of hope for the community, providing a valuable pathway for the academic advancement of its students. The school offers a model of perseverance, showcasing the strength and determination needed to overcome challenges in the pursuit of education.

The data reveals both the strengths and weaknesses of the school, highlighting areas for improvement and celebrating its successes. The school’s profile serves as a valuable resource for researchers, policymakers, and educational stakeholders interested in understanding the complexities and realities of education in rural Assam. The information provided provides a snapshot of the current state of the school, and further updates would be necessary to reflect any future developments.