SINGRAMARI ME MADRASSA

SINGRAMARI ME MADRASSA was established in 2001 and it is managed by the Unrecognised. It is located in Rural area. It is located in MATIA block of GOALPARA 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 Private 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 None and it is functional. The school has 1 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 Not Applicable providing mid-day meal.

Singramari ME Madrasa: A Rural Upper Primary School in Assam

Singramari ME Madrasa, located in the rural heart of Goalpara district, Assam, stands as a testament to the persistent pursuit of education in underserved communities. Established in 2001, this unrecognised school provides upper primary education (classes 6 to 8) to the children of the Matiablock. The school’s commitment to education is evident in its dedicated teaching staff and available resources, despite facing several infrastructural challenges.

The school’s infrastructure, although basic, caters to the educational needs of its students. Housed in a private building, it boasts three classrooms, ensuring a relatively conducive learning environment. The presence of a playground underscores the school’s commitment to holistic development, promoting both academic excellence and physical activity among its students.

The school’s teaching staff comprises a dedicated team of seven teachers, including six male and one female teacher, under the guidance of head teacher Hasanul Akhtar. The school’s instructional medium is Assamese, reflecting its deep connection to the local community. While the school operates without electricity and lacks a boundary wall, its commitment to education shines through.

Singramari ME Madrasa’s operational details further reveal its essential role in the community. The school operates under the “Others” board for both class 10th and 10+2 examinations, indicating a flexible approach to curriculum and assessment. The school’s co-educational nature signifies its inclusivity and commitment to providing equal educational opportunities to both boys and girls. The lack of a pre-primary section, however, limits its outreach to younger children.

A significant factor impacting the school’s functionality is the absence of essential facilities. While there is a functional boys’ toilet, the school lacks drinking water facilities, computer-aided learning, and a library. The absence of ramps presents an accessibility barrier for children with disabilities. These infrastructural shortcomings highlight the need for greater investment and support from external agencies and the government.

Despite these limitations, the school’s dedication is commendable. The school’s management has overcome considerable obstacles to ensure that education is accessible to the children of the community. The teaching staff’s dedication, particularly given the challenging circumstances, is a testament to their commitment to fostering learning.

The lack of a boundary wall poses security concerns, and the absence of electricity hinders technological advancements and evening classes. The absence of computer-aided learning limits access to modern educational tools and resources, impeding the students’ development in the digital age.

The school’s location in a rural area highlights the need for targeted interventions to address the unique challenges faced by schools in such settings. Improving infrastructure, providing essential resources, and implementing teacher training programs tailored to the needs of rural schools are crucial steps towards enhancing the quality of education.

Looking ahead, improved infrastructure, particularly the provision of safe drinking water, electricity, and a library, would significantly enhance the educational experience for the students. The installation of computers and the establishment of a computer-aided learning lab would enhance digital literacy and provide access to modern educational resources.

Community involvement is vital in the school’s ongoing progress. Local communities, NGOs, and the government should collaborate to provide the necessary support and resources to ensure Singramari ME Madrasa can continue to serve the educational needs of its students. This collaboration will help bridge the infrastructural gaps and enhance the learning environment for the students of this dedicated school.

The journey of Singramari ME Madrasa underscores the importance of educational access and the resilience of communities in overcoming challenges to provide quality education. The school’s ongoing operation stands as a beacon of hope for the children of the area, inspiring them to strive for a brighter future through education.