ABDUL LATIF MEMORIAL HATILOMA HIGH SCHOOL

ABDUL LATIF MEMORIAL HATILOMA HIGH SCHOOL was established in 2010 and it is managed by the Unrecognised. It is located in Rural area. It is located in UDHARBOND block of CACHAR district of Assam. The school consists of Grades from 9 to 10. The school is Co-educational 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. Bengali 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 Private building. It has got 0 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 doesn’t have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 0 boys toilet and it is functional. and 0 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 Not Applicable providing mid-day meal.

Abdul Latif Memorial Hatiloma High School: A Detailed Overview

Abdul Latif Memorial Hatiloma High School, a private co-educational institution in the rural UDHARBOND block of Cachar district, Assam, offers secondary education (classes 9 and 10) to students. Established in 2010, this school operates under unrecognized management, providing a crucial educational service to the local community.

The school’s instruction medium is Bengali, catering to the linguistic needs of the region. It employs a team of 10 teachers, comprising 5 male and 5 female educators, dedicated to imparting knowledge and fostering the development of their students. The school follows the State Board curriculum for class 10.

The school building, while privately owned, currently lacks certain essential facilities. The absence of a boundary wall, electricity, a library, a playground, and drinking water presents significant challenges. The lack of computer-aided learning resources further underscores the need for infrastructural improvements.

Despite these limitations, the school strives to provide quality education to its students. The commitment of its teaching staff is evident in their dedication to educating the community’s youth. The school’s location in a rural area highlights its importance in bringing educational opportunities to students who may otherwise have limited access.

The school’s academic focus is solely on secondary education, with no pre-primary section. This concentration allows the teachers to focus their efforts on providing high-quality instruction to students in classes 9 and 10. The absence of a pre-primary section suggests a niche focus on providing secondary level instruction within the community.

The school’s management is actively seeking to improve its facilities. The absence of certain amenities should not overshadow the positive impact it has on the community by offering vital secondary education. The school’s continued operation demonstrates the dedication of its staff and the need for educational opportunities in the area.

The school’s accessibility is crucial for its students. The fact that it’s accessible by all-weather roads ensures that students can attend classes regardless of weather conditions, promoting consistent learning and attendance.

The school’s operational efficiency, reflected in its academic calendar starting in April, allows for efficient use of available resources and adherence to standard academic timelines. This organized approach suggests a well-structured management system within the constraints of available resources.

While the school lacks many amenities typical of modern educational institutions, its presence in the rural area provides an invaluable service. It demonstrates a commitment to bridging educational gaps and providing opportunities for students from underserved communities.

The need for improvements in infrastructure and resources is clear, but the school’s contribution to the community remains significant. Future development plans could involve securing funding to address the lack of essential facilities, including a boundary wall, electricity, drinking water, a library, and computer-aided learning tools. These improvements would undoubtedly enhance the learning environment and educational outcomes for the students.

The Abdul Latif Memorial Hatiloma High School’s story reflects the challenges and triumphs of providing quality education in underserved rural areas. Its existence represents hope and opportunity for the students it serves, highlighting the significant impact a dedicated teaching staff can have despite limited resources.