SIDDEK ALI CHOUDHURY PSM

SIDDEK ALI CHOUDHURY PSM was established in 1996 and it is managed by the Unrecognised. It is located in Rural area. It is located in HAILAKANDI block of HAILAKANDI 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 Dilapidated building. It has got 1 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 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.

SIDDEK ALI CHOUDHURY PSM: A Rural Upper Primary School in Assam

SIDDEK ALI CHOUDHURY PSM, an unrecognised upper primary school, stands in the rural heartland of Hailakandi district, Assam. Established in 1996, this co-educational institution caters to students from classes 6 to 8, providing a crucial link in their educational journey. The school’s infrastructure presents a unique challenge, with a dilapidated building and the absence of essential amenities such as electricity, a boundary wall, a library, a playground, and computers. Despite these limitations, the school continues to serve the community.

The school’s academic program is conducted entirely in Bengali, offering a familiar and comfortable learning environment for its students. A dedicated team of ten teachers – eight male and two female – strives to impart knowledge and skills to the students, fostering their growth and development. The head teacher, Islam Uddin Laskar, leads the team with a commitment to education. Though the school lacks modern technological tools and resources like computer-aided learning and a library, the teachers remain dedicated to providing quality education within the constraints.

The absence of a pre-primary section emphasizes the school’s focus on upper primary education. The lack of midday meals means students need to find sustenance elsewhere, highlighting the challenges faced by students and families within the community. Despite its challenges, the school operates effectively, without the need for a shift system. Its location allows accessibility via all-weather roads, ensuring continuous access for students throughout the year, a vital aspect of their education.

The school’s single classroom, though functional, signifies the need for infrastructural improvements. While the school’s management is working with the available resources, the absence of basic amenities like a boundary wall, electricity, and sanitary facilities underscores the need for urgent attention to these aspects. This would create a safer and more conducive learning environment for the students.

The school’s location in a rural setting emphasizes its importance in providing educational opportunities to children in underserved areas. The school’s existence represents a significant investment in the community’s future, despite operational and infrastructural shortcomings. The lack of a dedicated computer lab and the absence of computers hinder the integration of technology into the learning process.

While the school’s management is unrecognised, the dedicated staff persistently strives to provide quality education. The school’s commitment is reflected in the consistent provision of education, despite the many obstacles. The absence of ramps for disabled children presents an accessibility challenge that needs immediate attention to ensure inclusivity in education. The single classroom highlights the need for expansion to accommodate a growing student population, if the student population grows.

The school’s location in the Hailakandi block adds to its significance in promoting educational access in a rural setting. The lack of a library severely limits the students’ access to additional learning materials. Its impact on learning outcomes is notable, emphasizing the urgency to address this significant educational gap.

The school’s commitment to providing education within the context of its resource limitations deserves recognition. The determined efforts of the teaching staff emphasize their dedication and commitment to the students in their charge. The absence of technological tools highlights the need for external support to bridge the educational technology gap.

Addressing the needs of SIDDEK ALI CHOUDHURY PSM requires collaborative efforts from various stakeholders. Improved infrastructure, better resources, and necessary amenities are crucial steps towards enhancing the quality of education and providing students with a better learning environment.

In summary, SIDDEK ALI CHOUDHURY PSM serves as a beacon of hope in the rural landscape of Hailakandi, offering essential upper primary education. Though it faces numerous challenges concerning infrastructure, resources, and amenities, its commitment to education and its dedicated staff remain unwavering. The school serves as a testament to the dedication of teachers committed to providing quality education, even in the face of adversity. With the necessary support, it can become an even more impactful educational institution for the community.