UDMARI GIRLS SR. MADRASSA

UDMARI GIRLS SR. MADRASSA was established in 1993 and it is managed by the Department of Education. It is located in Rural area. It is located in LAKHIPUR block of GOALPARA district of Assam. The school consists of Grades from 6 to 10. The school is Girls 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 Government 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 have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 500 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.

Udmari Girls Senior Madrasa: A Profile of a Rural Assam School

Udmari Girls Senior Madrasa, a government-run school in Goalpara district, Assam, stands as a testament to educational access in rural India. Established in 1993 under the Department of Education, this institution caters to girls from Class 6 to Class 10, playing a vital role in the community’s educational landscape.

The school’s infrastructure, while modest, is functional. Housed in a government building, it boasts three classrooms, ensuring sufficient space for instruction. The school also features a library, stocked with 500 books, signifying a commitment to fostering a reading culture among its students. A crucial aspect of the school’s functionality is its access to electricity and hand pumps providing drinking water. Separate functional toilets are available for both boys and girls, highlighting the school’s dedication to providing a safe and comfortable learning environment.

The school’s academic program is tailored to the local context, with Assamese serving as the medium of instruction. This approach ensures accessibility and relevance for the students. The curriculum follows the State Board for Class 10 and ‘Others’ for higher secondary levels, offering a comprehensive educational pathway. Furthermore, the school provides mid-day meals prepared on its premises, addressing a critical need and ensuring students receive adequate nutrition to support their learning.

The teaching staff comprises seventeen educators, with sixteen male teachers and one female teacher. This team plays a crucial role in shaping the students’ educational journey. The school’s location in a rural area makes it a significant asset to the community, providing educational opportunities that might otherwise be inaccessible.

The school’s commitment to its students extends beyond academics. While lacking a playground, the school’s library and the provision of mid-day meals contribute to a holistic learning environment that values both academic achievement and overall well-being. The absence of a boundary wall is a point that warrants attention, potentially impacting school safety.

The school’s operational efficiency is further highlighted by the fact that it’s accessible via all-weather roads, ensuring uninterrupted access for students and staff. The April start of the academic session aligns with the general academic calendar of the region.

The school’s lack of computer-aided learning facilities and computers underscores a need for technological upgrades. Similarly, the absence of ramps for disabled children suggests an area needing attention to ensure inclusivity. Addressing these aspects would significantly enhance the school’s overall capabilities.

Udmari Girls Senior Madrasa’s story is a narrative of both successes and challenges. Its commitment to education in a rural setting, despite resource limitations, is commendable. With appropriate interventions and support, the school can overcome its limitations and further improve its contribution to the community.

In conclusion, Udmari Girls Senior Madrasa provides vital educational opportunities for girls in a rural area. While challenges exist, particularly concerning infrastructure and technology, its dedication to providing a comprehensive and relevant education makes it an integral part of its community. Further improvements, however, are needed to ensure a truly inclusive and fully equipped learning environment.

The school’s contributions underscore the importance of investing in rural education. By strengthening the existing infrastructure and integrating modern technologies, Udmari Girls Senior Madrasa can further enhance its capacity to empower young girls and contribute to the overall development of the region.