BORBAM CHAM -MO-MUNG HIGH SCHOOL

BORBAM CHAM -MO-MUNG HIGH SCHOOL was established in 1984 and it is managed by the Unrecognised. It is located in Rural area. It is located in KHELUA block of SIBSAGAR 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 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 Partial 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 a playground. The school has a 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.

Borbam Cham-Mo-Mung High School: A Comprehensive Overview

Borbam Cham-Mo-Mung High School, a private secondary school located in the rural KHELUA block of SIBSAGAR district, Assam, has been educating students since its establishment in 1984. Operating under unrecognised management, the school caters to students from classes 9 to 10, offering a co-educational learning environment. The school’s instruction is primarily conducted in Assamese.

The school’s infrastructure includes a private building, though the number of classrooms is not specified. A noteworthy feature is the presence of one functional girls’ toilet, ensuring basic sanitation facilities for female students. The school also boasts a playground and a library, though the library currently lacks books. Hand pumps provide the school with its drinking water supply. Importantly, the school has electricity and a partially constructed boundary wall, providing a degree of security and essential amenities.

The teaching staff comprises 5 male teachers and 4 female teachers, resulting in a total of 9 educators dedicated to providing quality education. The school follows the State Board curriculum for class 10 and adopts an “Others” board for higher secondary education. The school is readily accessible via an all-weather road and operates on an academic calendar commencing in April. Furthermore, the school is not residential, nor does it offer a pre-primary section or provide mid-day meals.

The absence of computers and a computer-aided learning lab indicates a reliance on traditional teaching methods. The lack of ramps highlights the need for future accessibility improvements for students with disabilities. The school’s geographical location, in a rural area, presents both challenges and opportunities in delivering quality education to its student population.

While the school’s infrastructure shows some limitations, the availability of a library, playground, and functional girls’ toilet speaks to a commitment to creating a conducive learning environment. The school’s location and accessibility via an all-weather road ensure students can reach the school irrespective of weather conditions.

The school’s management structure as an unrecognised entity may present challenges in accessing funding and resources. However, the dedicated teaching staff of nine individuals demonstrates a commitment to providing education in a region where access to quality schooling may be limited.

The school’s reliance on traditional teaching methods highlights the potential benefits of integrating technology into the curriculum. Introducing computers and establishing a computer-aided learning lab could significantly enhance the learning experience and prepare students for a technology-driven world.

Future development plans could focus on expanding infrastructure, including adding classrooms, improving sanitation facilities, and making the school fully accessible to all students, regardless of their physical abilities. Acquiring books for the library would enrich the learning resources available to the students.

Overall, Borbam Cham-Mo-Mung High School serves an important role in the community, providing secondary education to students in a rural area of Assam. While challenges remain, the school’s dedication to education, coupled with potential for growth and improvement, promises a brighter future for its students. The focus on accessible infrastructure improvements and technological integration could significantly enhance the educational experience. The school’s existing resources, combined with a strategic approach to future development, ensure a promising outlook for this vital educational institution.