RAKHAL DUBI DARUL ULOOM MAD.

Rakhal Dubi Darul Uloom Madarsa: A Rural Primary School in Assam

Rakhal Dubi Darul Uloom Madarsa, a government-run primary school in Assam, India, offers a valuable educational service to the rural community. Established in 1960, this co-educational institution provides instruction from Class 1 to Class 8, catering to a significant segment of the local population's educational needs. The school's instruction medium is Assamese, reflecting the local linguistic context. The school boasts a total of 10 male teachers dedicated to providing quality education.

Operating within a rural setting, the school's infrastructure includes five classrooms in good condition, ensuring adequate space for teaching activities. A key feature is the provision of a midday meal, prepared and served on the school premises, addressing the nutritional needs of its students. The school also houses a separate room for the teachers, which is a common feature in several schools. The presence of a playground provides ample space for recreational activities and physical development. The school benefits from an electricity connection.

The school’s management is categorized as "Madarsa Unrecognized." Further details regarding the specific governing body or organizational structure are not provided. The school's residential nature is notable, although the specific type of residential arrangement is described only as "others," requiring further clarification.

Despite its provision of basic facilities, some crucial aspects require attention. The absence of a boundary wall raises concerns about the safety and security of the school premises. There's also a noticeable lack of a library. While the school has a hand pump for drinking water, the lack of a computer lab or computers and the absence of girls' toilets highlight areas needing improvement to enhance the school's facilities.

The lack of female teachers raises questions about gender balance within the teaching staff, which is something that requires further investigation and improvement. Furthermore, the absence of a pre-primary section limits the school's capacity to serve younger children. The school's reliance on Assamese as the medium of instruction suggests a focus on the local community's linguistic background, which should support the children's overall development.

The school's operational characteristics include a start of the academic year in April, which indicates compliance with the regional academic calendar. The building's condition is mentioned as good, suggesting that the school maintains its physical infrastructure appropriately. The availability of a playground indicates a commitment to providing students with opportunities for physical activity and recreation.

The school's location within the Balijaana block of Goalpara district adds to its contextual significance. Further information about accessibility to the school might detail the road conditions and available transport, providing a broader understanding of the challenges and opportunities faced by the students.

In conclusion, Rakhal Dubi Darul Uloom Madarsa provides essential primary education to the rural community, showcasing a commitment to providing basic learning and nutritional support. However, improvements in infrastructure, particularly the addition of a library and girls' toilets, along with addressing the lack of female teachers and the lack of boundary wall, would significantly enhance the educational environment and create a more inclusive and safer space for its students. Further detailed information on the school's management and its residential features would provide a more comprehensive understanding of its operation.

The school's details, including its identification code, further contextualize its position within the broader educational landscape of Assam, offering valuable insight into the regional educational infrastructure. This information can inform future educational planning and resource allocation. The need for a detailed official website with accurate contact information will ensure ease of access to more information.

Addressing the gaps identified, such as the need for a boundary wall, additional toilets, a library, computers, and more female teachers, can significantly improve the quality of education and create a more holistic and supportive learning environment for all the students. The efforts in these areas would create a better experience for the students, thus enhancing their educational outcome.

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.