SADHUBHASHA PART-II ME MADRASS

SADHUBHASHA PART-II ME MADRASS was established in 1991 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 4 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 0 boys toilet and it is functional. and 1 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.

SADHUBHASHA PART-II ME MADRASS: A Detailed Profile of an Upper Primary School in Assam, India

SADHUBHASHA PART-II ME MADRASS, a private aided school located in the rural area of BILASIPARA block, DHUBRI district, Assam, India, offers a valuable educational service to the community. Established in 1991, this co-educational institution caters to students from classes 6 to 8, focusing on providing upper primary education.

The school’s infrastructure includes four classrooms, all in good condition, housed in a rent-free building. A notable feature is the presence of a playground, offering students a space for recreation and physical activity. While the school lacks a boundary wall and electricity, the availability of a single girls’ toilet ensures basic sanitation facilities. The absence of a library and computer-aided learning facilities highlights areas where potential improvements could significantly enhance the learning environment.

The school’s instructional medium is Assamese, reflecting its commitment to local language education. A dedicated team of seven teachers—six male and one female—provides instruction. The school’s management adheres to the “Others” board for both class 10 and class 10+2 examinations, indicating a focus on a potentially more flexible curriculum. The head teacher, ANOWAR HUSSAIN, leads the school’s administrative and educational endeavors.

Meal provision is a significant aspect of the school’s operations. The midday meal program is fully functional and operates within the school’s premises, addressing a crucial nutritional need for the students.

The school’s operational details reveal a commitment to accessible education. While there are no ramps for disabled children, the location is accessible by all-weather roads, ensuring that students can attend school regardless of weather conditions. The academic year commences in April, aligning with the typical school calendar in the region.

The lack of certain amenities, such as a boundary wall, electricity, library, and computers, presents opportunities for future development. Securing funding for these improvements would significantly enhance the overall learning experience for the students. Investing in these areas could improve safety, expand educational resources, and better prepare students for future academic pursuits.

The school’s commitment to providing a meal program, despite its limitations in other areas, underscores its dedication to the well-being of its students. The focus on providing a quality education within the constraints of its available resources is commendable. The school’s rural location and its use of the local language highlight its role in serving the specific needs of the community.

In conclusion, SADHUBHASHA PART-II ME MADRASS provides essential upper primary education within its limitations. Further investment and development could significantly enhance the school’s facilities and resources, allowing it to better serve its students and community. Efforts to improve infrastructure and expand access to technology and learning resources could transform this school into an even more effective center of learning. The school’s dedication to its students amidst resource limitations demonstrates a strong commitment to local education.