49 HUDU KHATAL L.P

49 HUDU KHATAL L.P was established in 1920 and it is managed by the Department of Education. It is located in Rural area. It is located in JALAH block of BAKSA district of Assam. The school consists of Grades from 1 to 5. The school is Co-educational and it 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 Partial boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 0 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has no library and has 0 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.

49 Hudu Khatal L.P School: A Rural Primary School in Assam

49 Hudu Khatal Lower Primary School, established in 1920, serves the rural community of Jalah block in Baksa district, Assam. Managed by the Department of Education, this co-educational institution offers primary education from Class 1 to Class 5, with a notable addition of a pre-primary section. Assamese serves as the primary language of instruction. The school’s commitment to its students is evident in its provision of midday meals, prepared and served on the school premises.

The school’s infrastructure, though modest, is functional. Housed in a government building, it boasts three classrooms in good condition, suitable for providing quality education. A partial boundary wall encircles the school grounds, providing a degree of security. The school relies on hand pumps for its drinking water supply, ensuring access to this essential resource for students and staff. A single girls’ toilet ensures sanitation facilities for female students. Importantly, the school provides ramps for students with disabilities, demonstrating a commitment to inclusivity.

The dedicated teaching staff comprises five teachers, with two male and three female educators, each contributing to the students’ holistic development. The school’s focus on primary education aligns with its goal of providing a solid foundation for students’ future academic endeavors. The choice of “Others” for class 10 and 10+2 board affiliations suggests a potential for flexibility in curriculum choices and alignment with local educational needs.

While the school lacks certain amenities like a library, playground, electricity, and computer-aided learning facilities, the presence of a pre-primary section highlights an effort to cater to younger learners and their developmental needs. The school’s focus remains on providing foundational education in a supportive environment.

The absence of a computer lab and computers indicates a reliance on traditional teaching methods. This aspect presents opportunities for future development and integration of technology into the educational process to enhance learning outcomes and prepare students for the modern world.

The school’s location in a rural area reflects its vital role in providing educational opportunities to children in underserved communities. The dedicated teachers and the provision of midday meals demonstrate a commitment to supporting both the academic and nutritional needs of the students.

The lack of electricity underscores the need for further development to improve learning conditions. Access to electricity would allow for improved lighting, the use of educational technologies, and the expansion of learning opportunities beyond daylight hours.

Despite these limitations, 49 Hudu Khatal L.P School stands as a testament to the importance of education in rural communities. The school’s continuous operation since 1920 is a strong indicator of its enduring relevance and the community’s commitment to educating its children.

Future development goals might include securing electricity, building a library, establishing a playground, and potentially incorporating technology into the curriculum to provide even more comprehensive and enriching educational experiences for students.

The school’s commitment to inclusivity, as evidenced by the presence of ramps for disabled children, deserves commendation. This thoughtful provision ensures accessibility for all students and promotes an inclusive learning environment. The school’s unwavering dedication to providing quality primary education makes it a vital asset to the community it serves.

Through continuous improvement and community support, 49 Hudu Khatal L.P School can continue to fulfill its essential role in empowering the next generation of learners in rural Assam.