DAKSHIN HOJAI HS

DAKSHIN HOJAI HS was established in 1968 and it is managed by the Department of Education. It is located in Urban area. It is located in URBAN block of NAGAON 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 9 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 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 419 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 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.

Dakshin Hojai High School: A Detailed Profile

Dakshin Hojai High School (DAKSHIN HOJAI HS), established in 1968, is a government-run co-educational secondary school located in the urban area of Nagaon district, Assam. Its operational jurisdiction falls under the Department of Education, reflecting its public nature and commitment to providing accessible education. The school serves students from classes 9 to 10, offering a crucial stage in their secondary education.

Instruction at Dakshin Hojai High School is primarily conducted in Assamese, ensuring accessibility and cultural relevance for its students. The school boasts a dedicated teaching staff of fifteen, comprising eight male and seven female teachers, highlighting a balanced gender representation within the faculty. The school’s commitment to academic excellence is underscored by its affiliation with the State Board for Class 10 examinations.

The school’s infrastructure includes nine classrooms, all maintained in good condition to ensure a conducive learning environment. While it lacks a playground, the school compensates with a library containing 419 books, providing valuable supplemental learning resources. The availability of hand pumps provides a reliable source of drinking water. The school also demonstrates a commitment to accessibility by providing ramps for students with disabilities. It is worth noting that the school has two computers for educational purposes but does not yet have a computer-aided learning lab.

The school building, a government-provided structure, is equipped with a single functional girls’ toilet. The absence of a boundary wall doesn’t detract from the school’s commitment to providing quality education. The school’s electricity connection ensures a reliable power supply for its daily operational needs.

A notable feature is the school’s extensive library, a testament to its commitment to fostering a love of learning among its students. The 419 books housed within represent a significant resource for students seeking to expand their knowledge beyond the classroom curriculum. The availability of ramps further underscores the school’s dedication to inclusivity, ensuring that all students, regardless of their physical abilities, have equal access to education.

The school’s location in an urban setting suggests convenient access for students, with the added benefit of readily available resources. The absence of a pre-primary section indicates the school’s primary focus on secondary education, specifically classes 9 and 10.

Dakshin Hojai High School’s operational structure mirrors many government-run schools. The absence of contract teachers, as well as the lack of midday meal provisions, reflect the current funding and resource allocation within the school’s operational framework. However, the presence of a well-stocked library and a commitment to accessible infrastructure point towards a school proactively aiming to enhance the educational experience of its students.

In summary, Dakshin Hojai High School provides a valuable service to the community, offering a robust secondary education focused on academic excellence and accessibility. While certain resources may be limited, the dedication of the teaching staff and the school’s focus on providing a functional learning environment suggest a strong commitment to its students’ success. Future improvements in infrastructure and resources could further enhance the school’s capacity to serve its students effectively.