DHALPUR KIRAKARA ANCHALIC HIGH SCHOOL

DHALPUR KIRAKARA ANCHALIC HIGH SCHOOL was established in 2004 and it is managed by the Unrecognised. It is located in Rural area. It is located in SIPAJHAR block of DARRANG 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 3 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 256 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.

Dhalpur Kirakara Anchalic High School: A Detailed Overview

Dhalpur Kirakara Anchalic High School, established in 2004, stands as an unrecognised, co-educational institution nestled in the rural heart of Sipajhar block, Darrang district, Assam. Its unique identity is shaped by its commitment to Assamese as the primary language of instruction, catering to students from classes 9 through 10. The school’s location, accessible via an all-weather road, ensures consistent student attendance, with the academic year commencing in April.

The school’s infrastructure comprises a private building, equipped with three well-maintained classrooms dedicated to academic learning. Beyond the classrooms, two additional rooms facilitate non-teaching activities, and a designated space serves as an office for the school’s administration. While lacking a boundary wall and electricity connection, the school boasts a functional playground and a library housing an impressive collection of 256 books, enriching the learning environment. The presence of one boys’ and one girls’ toilet ensures basic sanitation facilities.

Despite the absence of a computer lab and computers for educational purposes, the school remains dedicated to providing quality education. The lack of computer-aided learning tools doesn’t deter the school from offering a robust curriculum. The school’s commitment to education is further exemplified by its dedicated teaching staff, comprising nine male teachers and one female teacher. The school’s teaching staff of 10 diligently works to cultivate a stimulating and supportive learning atmosphere.

The school operates under the State Board for class 10 examinations and does not offer pre-primary education. The lack of a pre-primary section reflects the school’s specific focus on secondary education. The institution’s current structure does not necessitate ramps for disabled students. The school’s dedication is further highlighted by its reliable provision of drinking water, though the specific source remains unspecified. The absence of a mid-day meal program does not diminish the school’s commitment to providing educational opportunities to its students.

The school’s rural setting presents both opportunities and challenges. While the location allows for a strong connection to the community, it also underscores the need for additional resources and infrastructure development. The absence of a boundary wall, for example, highlights a potential area for future improvement, enhancing school safety and security. Similarly, the lack of electricity poses challenges, highlighting the need for reliable power to enhance the learning process.

The school’s unrecognised status presents significant administrative and funding challenges. Securing official recognition would unlock access to vital resources and support, potentially paving the way for significant upgrades in infrastructure and educational resources. This recognition would also enhance the school’s credibility and improve its ability to attract and retain qualified teachers and attract additional students.

The school’s library, despite its modest size, plays a crucial role in fostering a love for reading among students. The 256 books provide valuable supplementary learning materials, expanding upon classroom instruction and promoting independent study. The playground offers a critical space for recreation and physical activity, contributing to the students’ overall well-being.

The absence of a mid-day meal program necessitates further investigation. Understanding the reasons behind this absence is critical to developing strategies to address potential nutritional deficiencies among students. Addressing this aspect could have a significant positive impact on students’ health and academic performance.

The Dhalpur Kirakara Anchalic High School, though facing various challenges, remains a beacon of educational opportunity in its rural community. Its dedicated teachers and the commitment of its management to providing quality secondary education despite resource limitations are commendable. Addressing the identified infrastructure and administrative shortcomings holds the potential to further enhance the quality of education offered and contribute to the overall development of the region. The school’s future prospects are intrinsically linked to securing recognition and securing essential resources to empower its educational mission.