BUDDING ROSES ENG. MED. HIGH SCHOOL

BUDDING ROSES ENG. MED. HIGH SCHOOL was established in 1995 and it is managed by the Unrecognised. It is located in Urban area. It is located in HAILAKANDI block of HAILAKANDI district of Assam. The school consists of Grades from 1 to 10. 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. 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 Dilapidated building. It has got 6 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 boundary wall. The school has have electric connection. The source of Drinking Water in the school is None 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 4 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Budding Roses Eng. Med. High School: A Comprehensive Overview

Budding Roses Eng. Med. High School, established in 1995, stands as an unrecognised co-educational institution located in the urban area of Hailakandi, Assam. Serving students from Class 1 to Class 10, it offers a comprehensive primary, upper primary, and secondary education. The school’s instruction medium is Bengali, reflecting its commitment to local language learning. Its accessible location, reachable by all-weather roads, ensures convenient access for students. The academic session commences in April, following the standard academic calendar.

The school’s infrastructure presents a unique picture. While housed in a dilapidated building, it boasts six classrooms in good condition, ensuring sufficient space for learning. The presence of electricity and a pucca boundary wall indicates efforts towards providing a secure and functional learning environment, despite the building’s condition. The school also has dedicated spaces for non-teaching activities and a separate room for the head teacher.

Despite the lack of a library and playground, the school’s commitment to technology is evident. It features a computer-aided learning lab equipped with four functional computers, facilitating the integration of technology into the curriculum. The availability of separate boys’ and girls’ toilets underscores the school’s efforts towards providing basic amenities.

The dedicated teaching staff comprises one male teacher and six female teachers, along with three pre-primary teachers. This team of seven educators ensures a student-teacher ratio conducive to effective learning. The school’s affiliation with the State Board for Class 10 students provides a clear pathway for higher education.

The absence of a mid-day meal program and drinking water facilities highlights areas requiring attention. The lack of a library and playground indicates potential for future development and improvement in resources. Further, the absence of ramps for disabled students underscores the need for addressing accessibility issues.

The leadership of the school rests with head teacher Mildred Lamin, who guides the institution’s academic and administrative functions. The school’s management, classified as “Unrecognised,” presents an opportunity for growth and potential recognition through achieving the necessary criteria for formal accreditation.

The location of the school within the Hailakandi block of Hailakandi district positions it within a specific geographical context, serving the educational needs of the local community. The urban setting provides access to various resources and infrastructure, potentially facilitating partnerships with local organizations.

The school’s unique blend of strengths and areas for improvement highlights its potential for growth. The dedication of its teaching staff, coupled with its commitment to computer-aided learning, showcases a desire to provide quality education despite its challenges. Addressing the needs related to infrastructure, resources, and accessibility will contribute to further enhancing the learning environment.

The school’s geographic coordinates (24.67723790 latitude, 92.57521030 longitude) and pincode (788151) provide precise locational details for potential visitors and stakeholders. Its formal establishment date of 1995 provides a historical context for understanding its evolution and development within the community.

Budding Roses Eng. Med. High School’s commitment to education, particularly within the context of its resources, presents a compelling case study in the challenges and resilience of educational institutions in the region. The school’s future development hinges on addressing identified infrastructural and resource gaps to create a more comprehensive learning experience for its students.