TUKARGRAM PRESENIOR MADRASA

TUKARGRAM PRESENIOR MADRASA was established in 2006 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 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 Well 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 a playground. The school has a library and has 750 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.

Tukargram Presenior Madrasa: A Rural Upper Primary School in Assam

Tukargram Presenior Madrasa, located in the rural heartland of Hailakandi district, Assam, is an upper primary school catering to students from classes 6 to 8. Established in 2006, this co-educational institution is managed by an unrecognized body, reflecting its unique position within the local educational landscape. The school’s infrastructure, while functional, presents challenges. The building itself is described as dilapidated, highlighting the need for potential renovations or upgrades.

Despite the structural limitations, the school provides a valuable educational service to the community. Three classrooms serve as the primary learning spaces, supplemented by additional rooms for non-teaching activities and a dedicated room for the head teacher. The presence of a library, stocked with 750 books, underscores the school’s commitment to providing students with access to learning resources.

The school’s academic offerings are conducted primarily in Bengali, aligning with the local language and cultural context. The teaching staff comprises nine male teachers and one female teacher, working collaboratively to provide instruction. The head teacher, Shoyed Ahmed Laskar, leads the school’s educational efforts. The curriculum follows an upper primary structure (classes 6-8), with the school being recognized for classes 10 and 10+2 under the “Others” board category.

The school’s facilities include a playground, providing recreational space for students, and a well serving as the source of drinking water. The absence of a boundary wall and electricity presents challenges, which may affect the school’s overall functionality and security. Importantly, the school does not currently provide midday meals to its students.

The lack of computers and computer-aided learning further highlights the disparity in resources compared to more established schools. However, the dedicated teaching staff and availability of basic resources, such as the library and playground, contribute to a functional learning environment.

The school’s rural location underscores the need for sustained support and infrastructure development to ensure a more conducive learning environment for the students. The dilapidated condition of the building necessitates attention to address safety and comfort concerns for both teachers and students.

Addressing the absence of electricity and a boundary wall are critical steps towards enhancing the school’s safety and operational efficiency. The provision of midday meals would contribute significantly to improving student health and well-being, thus positively impacting their learning outcomes.

Securing better resources, including computers and improved technology integration, would enhance the quality of education and prepare students for the demands of a rapidly changing world.

Further, exploring opportunities to formally recognize the school’s management could open doors to increased access to funding and support, allowing for improvements in infrastructure and resources.

Overall, Tukargram Presenior Madrasa, despite facing infrastructural challenges, plays a crucial role in providing education to the rural community of Hailakandi. Targeted investments in improving its facilities and resources could significantly enhance the quality of education and prospects for the students it serves.