ANGCHA JILDOI SHYAM HES

ANGCHA JILDOI SHYAM HES was established in 1979 and it is managed by the Department of Education. It is located in Rural area. It is located in SOUTH block of GOLAGHAT 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. 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 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 Pucca But Broken 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 1 girls toilet and it is functional. The school has no playground. The school has a library and has 1155 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 9 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Angcha Jildoi Shyam HES: A Detailed Profile of a Rural Secondary School in Assam, India

Angcha Jildoi Shyam HES, a secondary school located in the rural expanse of Assam, India, stands as a testament to the enduring pursuit of education. Established in 1979 under the Department of Education’s management, this co-educational institution serves students from classes 9 to 10. Its commitment to providing quality education is evident in its dedicated team of 11 teachers, including 8 male and 3 female educators, who impart knowledge primarily through the Assamese language.

The school’s infrastructure, while showing signs of age, reflects its steadfast dedication to learning. Housed in a government building with a pucca but broken wall, the school boasts a functional library containing an impressive collection of 1155 books. The presence of electricity ensures a conducive learning environment, while hand pumps provide a reliable source of drinking water for students and staff. Nine functional computers further augment the learning experience, although computer-aided learning facilities are currently unavailable.

The school’s location in a rural area highlights its significance in bringing educational opportunities to underserved communities. Its accessibility via an all-weather road ensures that students can attend classes without significant disruption, irrespective of weather conditions. The academic year commences in April, following the standard Indian academic calendar. The school’s commitment to accessibility is further demonstrated by its single functional girls’ toilet. However, the absence of a playground and ramps for disabled students presents an opportunity for future improvements and expansion.

The school’s academic focus centers on the state board curriculum for class 10, complemented by additional resources for those pursuing higher secondary education. The school follows a strict co-educational policy, currently not including a pre-primary section. The lack of a midday meal program underscores the potential for further support and community collaboration. Despite its limitations, the school’s dedication to providing secondary education in a rural setting remains an invaluable service to the community.

The school’s management actively strives to maintain a high standard of education and consistently seeks opportunities for growth and improvement. The impressive collection of books in the library showcases the commitment to nurturing a reading culture among students. The availability of computers, albeit without a dedicated computer lab, indicates a forward-looking approach to integrating technology into the classroom.

The school’s unique location in a rural setting presents both challenges and opportunities. The commitment to providing quality education in this environment is highly commendable, highlighting the importance of accessibility to education irrespective of geographical location.

The school’s infrastructure, while functional, offers potential areas for upgrades. The addition of a playground and ramps for disabled access could significantly enhance the overall learning experience and ensure inclusivity for all students. Expanding the facility to include a dedicated computer lab and a pre-primary section would enhance its scope and catering to diverse age groups.

Furthermore, the lack of a midday meal program could be addressed through partnerships with community organizations or government initiatives to ensure the nutritional well-being of the students. The introduction of a robust maintenance program to address the condition of the boundary wall would contribute to improved school safety and aesthetics.

The provision of a head teacher would provide much-needed leadership and strategic direction. The school’s overall progress would certainly benefit from this organizational structure. This dedicated individual would not only provide oversight but also engage in further enhancing the school’s academic, infrastructural, and operational aspects.

In conclusion, Angcha Jildoi Shyam HES serves as a crucial educational institution in a rural setting. Its dedication to providing quality secondary education, despite infrastructural limitations, is truly remarkable. With continued support and potential expansion, this school is poised to play an even more significant role in shaping the future of its community.