DAMRA HIGH SCHOOL

DAMRA HIGH SCHOOL was established in 1986 and it is managed by the Unrecognised. It is located in Rural area. It is located in DUDHNOI block of GOALPARA 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps 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 a 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 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.

DAMRA HIGH SCHOOL: A Comprehensive Overview

DAMRA HIGH SCHOOL, established in 1986, stands as a co-educational secondary school (grades 9-10) located in the rural area of DUDHNOI block, GOALPARA district, Assam. Operated under unrecognized management, the school provides education primarily in Assamese. The institution’s history speaks to its commitment to providing secondary level education to the local community.

The school’s infrastructure, while functional, presents certain limitations. Although it occupies a private building, it lacks a boundary wall and electricity. However, it does possess essential facilities, including functional boys’ and girls’ toilets, a playground, and a readily accessible source of drinking water through hand pumps. Importantly, ramps are available, ensuring accessibility for students with disabilities. The absence of a library and computers represents areas where improvement could significantly enhance the learning environment.

Academically, DAMRA HIGH SCHOOL follows the State Board curriculum for Class 10. It boasts a teaching staff comprising four male and two female teachers, totaling six dedicated educators. The school’s commitment to its students is evident in the provision of a safe and accessible learning environment, despite certain infrastructural limitations.

The absence of a pre-primary section focuses the school’s resources and attention on the secondary level, allowing for a concentrated approach to providing a quality education within its existing capabilities. The fact that the school is not residential emphasizes its role as a community-focused institution, serving the local population.

The school’s location in a rural area highlights its crucial role in providing educational opportunities to students who might otherwise have limited access. Its accessibility via all-weather roads ensures students can attend regardless of weather conditions. The school’s dedication to providing a consistent educational experience is demonstrated by the April start to the academic session, aligned with the wider educational calendar.

The school’s modest infrastructure underscores the need for continued investment in education in rural areas. While the existing facilities provide a functional learning environment, additional resources for computer-aided learning, library development, and overall infrastructure improvements would further enhance the educational experience.

DAMRA HIGH SCHOOL’s commitment to providing a quality education within its resource constraints is commendable. The dedication of its teachers and the provision of essential facilities demonstrate its importance to the local community. Its focus on secondary education ensures students have access to crucial preparation for future opportunities.

The school’s reliance on hand pumps for drinking water highlights the need for sustainable and reliable water access in educational facilities. Similarly, the lack of a boundary wall raises questions about student safety and the need for enhancing the security of the school environment.

DAMRA HIGH SCHOOL’s journey since 1986 underscores its enduring commitment to education in a rural setting. Its continued operation reflects the perseverance of the teachers and the community’s ongoing need for educational opportunities. Addressing existing infrastructural needs could significantly elevate its capacity to provide even higher quality education.

The information provided demonstrates the unique characteristics of DAMRA HIGH SCHOOL. Its rural location, co-educational focus, and commitment to secondary education make it a vital part of the community it serves. Continued support and investment in the school will be key to its future growth and success in delivering quality education.