GASPARA PRE-SR. MADRASSA

Gaspara Pre-Sr. Madrasa: A Detailed Profile of a Rural Assam School

Gaspara Pre-Sr. Madrasa, located in the rural heart of Assam, stands as a testament to educational efforts in underserved communities. Established in 2006, this co-educational institution caters to students from Class 6 to Class 8, offering upper primary education within the Gauripur block of Dhubri district. The school's management falls under the category of "Madarsa Unrecognized," highlighting its unique position within the educational landscape of Assam.

The school's infrastructure comprises a rent-free building, housing three classrooms conducive to learning. While lacking certain amenities, its classrooms are reportedly in good condition, facilitating a basic learning environment. The absence of a boundary wall, electricity, and a playground indicates areas where improvements could enhance the school's functionality and safety. The lack of a library and computers further emphasizes the need for resource allocation and infrastructure development.

The teaching staff consists of eight male teachers, dedicated to imparting knowledge to the students. The absence of female teachers presents an area needing attention to ensure a balanced learning environment. The school's instruction medium is Assamese, reflecting the local language and cultural context. The head teacher, Abdullah Sheikh, leads the school's academic and administrative functions.

Academically, the school follows the "Others" board for Class 10 and Class 10+2 examinations, indicating a unique approach to curriculum design and assessment. The school's curriculum focuses solely on upper primary levels (Classes 6-8), with no pre-primary section available. This specialization allows for a concentrated approach to teaching students within this specific age group.

The school's location, categorized as "rural," reflects its service to a specific community. Access via all-weather roads ensures accessibility despite the challenging terrain. The academic session commences in April, aligning with the general academic calendar of the region. The lack of drinking water facilities within the school highlights a critical need for improvements in essential services.

Gaspara Pre-Sr. Madrasa, despite its limitations, plays a vital role in providing education to children in a rural setting. The absence of certain amenities, such as electricity, a boundary wall, computers, and a library, presents an opportunity for stakeholders to invest in improving the school's infrastructure. Addressing these needs could significantly enhance the quality of education offered to students.

The absence of a pre-primary section also suggests potential for future expansion, allowing the school to serve a broader spectrum of the community's educational needs. However, the school's dedication to providing upper primary education in a resource-constrained environment remains commendable.

The school’s reliance on a rent-free building indicates a need for long-term infrastructural planning and resource acquisition. Securing funding and support to address the noted infrastructural deficiencies would not only improve the learning environment but would also elevate the school's overall standing within the community.

Further investment in educational resources, such as computers and a library, would significantly broaden the students' learning horizons and prepare them for future educational endeavors. The lack of a playground highlights a missed opportunity for promoting physical activity and social interaction amongst the students.

Finally, the school's management as a "Madarsa Unrecognized" presents a unique challenge and opportunity. Working within the existing framework, while striving for official recognition, could unlock additional funding and support. The dedicated teachers and the existing infrastructure provide a solid foundation upon which to build a more robust and comprehensive educational experience for the students of Gaspara Pre-Sr. Madrasa.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.