ABUL KALAM AZAD SEC. SCHOOL

ABUL KALAM AZAD SEC. SCHOOL was established in 2003 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in SELSELLA block of WEST GARO HILLS district of Meghalaya. 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 N/A in nature and is not using school building as a shift-school. English 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 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 0 girls toilet and it is functional. The school has a 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.

Abul Kalam Azad Secondary School: A Comprehensive Profile

Abul Kalam Azad Secondary School, established in 2003, is a private aided co-educational institution located in the rural area of Selsela block, West Garo Hills district, Meghalaya. Operating from a private building, the school offers secondary education (classes 9 and 10), with English as the primary medium of instruction. Its rural setting and accessible location contribute to its role within the community.

The school’s faculty comprises six teachers – three male and three female – dedicated to providing quality education. The school’s management prioritizes a supportive learning environment, although it currently lacks a library and computer-aided learning facilities. The absence of these resources highlights areas for potential future development and improvement.

Despite the lack of a library, the school boasts a playground, providing students with recreational space crucial for physical activity and overall well-being. The provision of hand pumps ensures access to drinking water, addressing a fundamental need for students’ health and hygiene. The school’s commitment to accessibility is shown by the presence of a playground, fostering a healthy and active student body.

The school’s infrastructure, while functional, lacks some key elements. The absence of a boundary wall represents a potential area for improvement in terms of security and school perimeter demarcation. The availability of electricity ensures the functionality of essential school services.

The school’s operational characteristics are noteworthy. The academic year commences in April, aligning with the regional academic calendar. While it doesn’t offer a pre-primary section or provide mid-day meals, its focus remains on providing quality secondary education. The institution’s commitment to education is further underscored by its consistent operation since its establishment.

Abul Kalam Azad Secondary School plays a significant role in providing secondary education within the Selsela community. Its accessible location, combined with dedicated teachers, serves the educational needs of the area’s students. Further infrastructural development and resource provision could significantly enhance the educational opportunities available.

The school’s commitment to providing a quality education is evident despite its resource limitations. The dedication of the teaching staff is a key strength, suggesting a focus on providing a supportive learning environment. The school’s success depends on the continued commitment of its teachers and management.

The school’s rural location necessitates attention to the specific challenges and opportunities present in such an environment. Addressing infrastructural needs and resource limitations would contribute to a richer and more comprehensive educational experience for the students. The accessibility of the school, however, remains a critical strength.

While Abul Kalam Azad Secondary School may lack certain facilities found in more well-resourced institutions, its contribution to the education of the community is undeniable. The school’s continued operation and the dedication of its teachers highlight its importance to the local population. Potential future improvements could significantly enhance its educational offerings.

In conclusion, Abul Kalam Azad Secondary School serves as a vital educational institution in its community. While challenges remain in terms of infrastructure and resources, the school’s commitment to education and its dedicated teachers create a positive learning environment for its students. Future development and investment could further enhance its capacity to serve the community.