DOBOKA ME

DOBOKA ME was established in 1985 and it is managed by the Department of Education. It is located in Urban area. It is located in KATHIATOLI block of NAGAON district of Assam. The school consists of Grades from 6 to 8. 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 2 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 a library and has 62 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 Provided and Prepared in School Premises providing mid-day meal.

DOBOKA ME: A Detailed Profile of an Upper Primary School in Assam, India

DOBOKA ME, a government-run upper primary school, stands as a vital educational institution within the KATHIATOLI block of NAGAON district in Assam, India. Established in 1985 under the Department of Education, this co-educational school serves students from classes 6 to 8, catering to the educational needs of the urban community it serves. The school’s unique characteristics and operational details provide a fascinating glimpse into its role within the local educational landscape.

The school’s infrastructure comprises a government building equipped with two classrooms, all in good condition. Supporting the educational environment are additional rooms for non-teaching activities and a dedicated space for the head teacher. While the school possesses a library stocked with 62 books and a functional playground, it lacks a boundary wall and an electrical connection. However, the provision of hand pumps ensures access to drinking water for students and staff. Sanitary facilities are available with one boys’ toilet and one girls’ toilet, both functional.

A key aspect of DOBOKA ME is its commitment to providing mid-day meals, prepared and served within the school premises, ensuring students receive proper nutrition. The school’s academic structure emphasizes Assamese as the primary language of instruction. The school’s management relies on a team of six teachers, comprising four male teachers, two female teachers, and one head teacher, Fakar Uddin Chowdhury. Notably, the school doesn’t offer a pre-primary section and operates without computer-aided learning facilities.

The absence of a computer lab and computers for teaching reflects a reliance on traditional methods of instruction. This approach is further underscored by the school’s reliance on hand pumps for drinking water and the lack of ramps for disabled access. Despite these limitations, the school’s dedication to providing a basic education within a functional environment is evident. The presence of a library, albeit small, and a playground highlights an understanding of the importance of holistic development.

While DOBOKA ME doesn’t boast advanced technological infrastructure, its basic facilities and dedicated teachers support the educational objectives. The school’s status as a government-run institution underscores its role within the public education system. Its location in an urban area indicates its accessibility to a considerable number of students within the community. The emphasis on providing a midday meal reflects a conscious effort to address nutritional needs.

The school’s management and operation clearly highlight a dedication to providing essential education, reflecting the commitment to providing a foundational education to the local children. The absence of pre-primary education suggests a potential avenue for future development and expansion.

The school’s modest infrastructure and resource limitations underline the need for ongoing support and development within the educational system. The lack of advanced technological resources emphasizes the need for wider technological access across all educational sectors.

The dedicated teaching staff, despite limited resources, work tirelessly to support student learning. Their commitment to education is critical to the success of the institution. The strong community ties evidenced by the provision of mid-day meals further highlight the community’s investment in local education.

In conclusion, DOBOKA ME serves as a crucial educational hub, showcasing the commitment to providing basic education within a resource-constrained environment. While facing certain limitations, the school’s dedication to its students, exemplified by its functional facilities, dedicated teachers, and commitment to providing midday meals, makes it a pivotal component of the local community.

Future development efforts should focus on improving infrastructure, especially by providing electricity and computer-aided learning facilities, as these resources could significantly enhance the learning environment. Improving facilities could enhance the learning experience and equip students with essential skills for the modern world. Continued support and investment are vital to ensure the school’s continued success in providing quality education to the children of KATHIATOLI.