CINNAMORA GIRLS HS

CINNAMORA GIRLS HS was established in 1975 and it is managed by the Department of Education. It is located in Rural area. It is located in JORHAT block of JORHAT district of Assam. The school consists of Grades from 9 to 10. The school is Girls 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 Partial boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 0 boys toilet and it is functional. and 3 girls toilet and it is functional. The school has no playground. The school has a library and has 715 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 10 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Cinnamora Girls High School: A Profile

Cinnamora Girls High School, a government-run institution established in 1975, serves the rural community of Jorhat district in Assam, India. Its dedication to female education is evident in its exclusive focus on girls, catering to students from classes 9 to 10. The school’s commitment to quality education is further highlighted by its well-stocked library, boasting a collection of 715 books, and its provision of essential resources such as tap water for drinking and 10 functional computers for teaching and learning purposes.

The school’s infrastructure, while not encompassing extensive facilities, provides a functional learning environment. The existing building, while partially walled, benefits from an electricity connection, ensuring a conducive atmosphere for both students and teachers. Three functional girls’ toilets are available on the premises, reflecting the school’s concern for the well-being of its female students. Furthermore, the school’s convenient location is accessible via an all-weather road. The school administration prioritizes accessibility, having ensured ramps for disabled students are available.

The teaching staff comprises a dedicated team of nine teachers, seven of whom are women and two men. Instruction is delivered in Assamese, aligning with the local language and cultural context. The school follows the State Board curriculum for Class 10 examinations, ensuring students are well-prepared for higher education. The school year commences in April, in accordance with the academic calendar of the region.

The school’s management falls under the Department of Education, reflecting its position within the broader state education system. While the school does not offer a pre-primary section, it focuses solely on secondary education (classes 9 and 10). It is a non-residential institution, prioritizing day schooling for its students.

Despite its resource limitations, Cinnamora Girls High School plays a vital role in the education of girls in a rural setting. Its commitment to providing a basic yet functional learning environment, combined with the dedicated efforts of its teaching staff, makes it a valuable asset to the community.

The school’s dedication to providing quality education despite its challenges makes it a noteworthy educational institution in the region. Its commitment to girls’ education is particularly commendable, as it actively contributes to empowering women in the community.

Further development and resource allocation could significantly enhance the educational experience at Cinnamora Girls High School. Expanding the facilities and resources would undoubtedly benefit the students and contribute to their overall academic success.

The school’s location in a rural area underscores its significance in providing educational opportunities to students who might otherwise lack access to quality schooling. The presence of ramps and accessible facilities demonstrate a commitment to inclusivity.

The school’s library is a significant asset, providing students with access to a wide range of reading materials and promoting a culture of learning beyond the classroom. The provision of computers for teaching and learning underscores the school’s efforts to integrate technology into its educational approach.

Cinnamora Girls High School serves as a testament to the importance of education in rural communities. Its existence highlights the need for ongoing support and investment in educational institutions to ensure the continued development and empowerment of future generations.

The school’s dedicated teaching staff, composed of both male and female educators, is essential to the successful provision of educational services. The diverse teaching staff contributes to the richness of the learning environment.

The school’s use of Assamese as the medium of instruction reflects a sensitivity towards the local language and culture, fostering a more inclusive and accessible learning experience for its students. This linguistic sensitivity is crucial for effective communication and comprehension within the classroom.