DHALCHERRA ADARSHA BIDYALAYA

DHALCHERRA ADARSHA BIDYALAYA was established in 1978 and it is managed by the Unrecognised. It is located in Rural area. It is located in LALA block of HAILAKANDI district of Assam. The school consists of Grades from 1 to 5. 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 1 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 None and it is functional. The school has 0 boys toilet and it is functional. and 0 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 no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Dhalcherra Adarsha Bidyalaya: A Rural Primary School in Assam

Dhalcherra Adarsha Bidyalaya, a primary school located in the rural heartland of Assam, India, stands as a testament to the ongoing efforts to provide education in underserved communities. Established in 1978, this co-educational institution serves students from Class 1 to Class 5, offering a crucial foundation for their academic journeys. The school’s management is currently unrecognized, highlighting the need for further support and recognition of its vital role in the community.

The school’s infrastructure presents a mixed picture. While it boasts one classroom, it’s housed in a dilapidated building, underscoring the necessity for infrastructural improvements. The absence of a boundary wall raises safety concerns, and the lack of electricity poses significant challenges for teaching and learning activities.

The teaching staff comprises two male teachers, dedicated to imparting knowledge to their students using Bengali as the primary medium of instruction. The school also features a pre-primary section, catering to the youngest learners in the community. The head teacher, Masum Ahmed Barbhuiya, leads the school’s efforts to provide quality education despite the limitations.

Importantly, the school currently lacks essential amenities. The absence of a library, playground, and computer-aided learning facilities restricts opportunities for students’ holistic development. The lack of drinking water further emphasizes the challenges faced by both students and teachers.

Furthermore, the school’s building requires significant attention. Its dilapidated state poses potential safety risks and hinders the creation of a conducive learning environment. The absence of a boundary wall exacerbates these concerns, underscoring the urgent need for infrastructural upgrades.

The school’s location in a rural setting presents unique logistical challenges. While accessibility by road is mentioned, other infrastructural limitations, such as the lack of electricity and reliable drinking water, continue to impact its operational efficiency.

Despite the challenges, Dhalcherra Adarsha Bidyalaya remains a beacon of hope for the community. Its dedicated teachers continue to strive to provide quality education, even amidst limited resources. Their commitment underscores the resilience of educators in overcoming adversity and ensuring access to learning for all children.

The lack of computers and a computer-aided learning lab further limits the students’ exposure to modern educational technology, hindering their ability to compete in a rapidly evolving world. Addressing this digital divide is crucial for bridging the gap in educational opportunities.

The absence of midday meals is another noteworthy point, highlighting the need for nutritional support to enhance students’ learning capabilities and overall well-being. Addressing this aspect would improve student attendance and academic performance.

Improving the school’s infrastructure and amenities should be a priority for improving the quality of education provided to the students of Dhalcherra Adarsha Bidyalaya. Providing resources like a library, playground, and a computer-aided learning lab would significantly enhance the learning experience and open up new avenues for students’ growth and development.