K.N. GIRLS HIGH MADRASSA

K.N. Girls High Madrasa: A Detailed Profile of a Rural Assam School

K.N. Girls High Madrasa, a government-run secondary school in the rural heart of Assam, India, stands as a testament to educational access in a remote community. Established in 1982 under the Department of Education, this institution serves girls from classes 9 to 10, playing a vital role in the educational landscape of Bhawanipur block in Barpeta district. The school's commitment to education is evident in its dedicated teaching staff and available resources.

The school's infrastructure, while modest, is functional. Four classrooms provide space for instruction, all in good condition. The school's location, classified as rural, necessitates practical solutions, and the presence of hand pumps ensures access to drinking water. A library, stocked with 150 books, caters to the students' academic needs, supplemented by a playground for recreational activities. Electricity ensures a conducive learning environment, although the absence of a boundary wall might pose a minor security concern. A single functional girls' toilet is available, highlighting the need for further infrastructural development.

Academically, K.N. Girls High Madrasa follows the State Board curriculum for class 10. Assamese serves as the medium of instruction, reflecting the local context. The school's faculty comprises nine teachers – six male and three female – dedicated to providing quality education. Their commitment is noteworthy, especially considering the absence of any pre-primary section or computer-aided learning facilities. This reflects the challenges faced by many rural schools in providing access to cutting-edge technology.

The school's operational details reveal further insights. The academic session commences in April, aligning with the regional academic calendar. The lack of computers and a computer lab underscores the need for technological upgrades. This limitation emphasizes the digital divide that still affects many educational institutions in rural India.

The school's management by the Department of Education highlights the government's role in providing educational access, even in remote areas. However, the absence of a head teacher's specific details warrants further investigation.

While lacking certain amenities, the school's presence in the community is invaluable. The dedicated teachers and available resources serve as cornerstones of education for local girls. The absence of a boundary wall and limited facilities present opportunities for improvement and demonstrate the need for further investment in educational infrastructure.

Furthermore, the school's reliance on hand pumps for drinking water, while functional, should be considered within the context of potential water quality issues. Regular monitoring and maintenance are vital to ensure the health and well-being of students and staff.

The school's rural location and reliance on a state board curriculum are typical characteristics of many schools in similar settings across India. The success of the school depends significantly on the continued commitment of its teachers and the support provided by local authorities and stakeholders.

In conclusion, K.N. Girls High Madrasa offers a valuable educational service to its community, despite the limitations of its infrastructure. The school's existence underscores the importance of educational access in rural areas, and highlights the ongoing need for investment and support to improve facilities and bridge the digital divide. Its modest yet functional facilities, coupled with the dedication of its teachers, provide a foundation for educational growth for the girls of the region.

The future of K.N. Girls High Madrasa hinges on overcoming these infrastructural challenges. Securing additional funding for improvements in technology, sanitation facilities, and perhaps a boundary wall could significantly enhance the learning environment and ensure the continued success of this vital educational institution. Continued efforts to support this school would benefit the community greatly.

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.