AKSHA DWINY JATIA BIDYALAYA ,ADABARI

AKSHA DWINY JATIA BIDYALAYA ,ADABARI was established in 2011 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in BARKHETRI block of NALBARI 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 Private building. It has got 5 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 Hand Pumps and it is functional. The school has 1 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 Not Provided providing mid-day meal.

Aksha Dwiny Jatia Bidyalaya, Adabari: A Comprehensive Overview

Aksha Dwiny Jatia Bidyalaya, located in the rural area of Adabari, within the Barkhetri block of Nalbari district in Assam, is a private, co-educational primary school established in 2011. Operating under private unaided management, the school provides education from Class 1 to Class 5, with a supplementary pre-primary section. The school’s instruction medium is Assamese.

The school boasts a total of nine teachers, including five male and four female educators, led by Head Teacher Zakir Hussain. The school building, privately owned, comprises five well-maintained classrooms and additional rooms for non-teaching activities, along with a dedicated space for the head teacher. While the school lacks a boundary wall and electricity, it does provide access to drinking water through functional hand pumps. Sanitary facilities include one functional boys’ toilet and one functional girls’ toilet.

Despite its rural setting, the school is accessible via an all-weather road. The academic session commences in April. The school’s facilities, while modest, prioritize the educational needs of the students. The absence of a playground and library, however, presents opportunities for future development and expansion. The lack of computer-aided learning facilities reflects the current limitations of the school’s resources.

The school’s commitment to education is evident in its provision of a pre-primary section, catering to younger students. The school’s co-educational nature fosters an inclusive learning environment.

Furthermore, the school does not provide mid-day meals. This aspect of the school’s operation highlights a potential area for improvement, which could be addressed through community partnerships or government initiatives. The lack of computers and a computer-aided learning lab signifies a need for technological advancements to enhance the quality of education offered.

Despite these limitations, the school’s dedication to providing primary education in a rural setting is commendable. The school’s focus on providing quality education with available resources highlights the importance of community-based educational institutions in underserved regions. The information provided showcases the need for continued investment in infrastructure and resources to fully support the school’s educational objectives.

The school’s accessibility via all-weather roads ensures that students can attend classes regardless of weather conditions. This crucial aspect of infrastructure speaks volumes about the school’s commitment to facilitating uninterrupted education for its students.

In summary, Aksha Dwiny Jatia Bidyalaya, Adabari is a vital educational institution serving the rural community. While challenges remain regarding infrastructure and resources, the dedication of the teachers and the school’s management are evident in their efforts to provide quality primary education in a resource-constrained environment. Future development could focus on enhancing facilities, incorporating technology, and securing support for mid-day meals.

The school serves as a testament to the importance of educational access in rural areas. By supporting institutions such as Aksha Dwiny Jatia Bidyalaya, we contribute to empowering the next generation and fostering positive community development. The lack of certain facilities provides opportunities for community involvement and support to enhance the school’s offerings and resources.