ERALIGOOL PUBLIC HIGH SCHOOL

ERALIGOOL PUBLIC HIGH SCHOOL was established in 1986 and it is managed by the Department of Education. It is located in Rural area. It is located in PATHERKANDI block of KARIMGANJ 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. 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 Government 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 have electric connection. The source of Drinking Water in the school is Well 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 160 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.

Eraligool Public High School: A Comprehensive Overview

Eraligool Public High School, a government-run institution established in 1986, serves the rural community of Patherkandi block in Karimganj district, Assam. Operating under the Department of Education, this co-educational secondary school caters to students from classes 9 to 10, offering a crucial stage of education in the region. Instruction is primarily conducted in Bengali, reflecting the local language and cultural context.

The school’s infrastructure, while functional, presents a clear picture of its resource needs. While the school possesses a government-provided building, the absence of classrooms necessitates a critical evaluation of its learning environment. Despite this, the school boasts a functional playground, providing a vital space for physical activity and recreation. A library stocked with 160 books offers valuable supplemental learning resources, enriching the academic experience for students. The availability of a well as a source of drinking water demonstrates a commitment to basic necessities. Additionally, separate boys’ and girls’ toilets ensure a measure of privacy and hygiene.

The school’s staffing comprises eleven teachers – ten male and one female – dedicated to delivering quality education. The lack of pre-primary sections and computer-aided learning facilities underscores a need for technological upgrades and expansion of educational offerings. The absence of a boundary wall presents a potential security concern that warrants attention.

The school’s affiliation with the State Board for class 10 examinations reflects its alignment with the regional curriculum standards. Its “Others” designation for class 10+2 boards suggests a potential area for future development and collaboration with various educational boards. The school’s reliance on a well for drinking water highlights the importance of ensuring continuous access to clean and safe water.

The school’s location and accessibility are crucial factors affecting its operational capacity. Its rural setting indicates potential challenges in attracting and retaining highly qualified teachers and accessing advanced technological resources. However, its accessibility by all-weather roads ensures consistent attendance and connectivity to the wider community.

The school’s commitment to providing a basic educational foundation is evident. The presence of a library, playground, and functional sanitation facilities underscore a focus on holistic development. However, the absence of computer labs and modern learning tools indicates a need for investment in technology to enhance the quality of education.

The school’s management structure, under the Department of Education, highlights its integration within the state’s educational framework. This offers potential for future support and resource allocation. However, strategic planning is crucial to address the identified gaps in infrastructure and resources.

The school’s establishment in 1986 marks a long history of educational service to the community. Its continued operation demonstrates the importance of this institution in shaping the lives of its students and the surrounding region. Addressing existing challenges and upgrading facilities will be instrumental in enhancing its capabilities.

The absence of a mid-day meal program highlights the need for exploring avenues to provide nutritional support to students. This could significantly improve student attendance, focus, and overall academic performance. Collaboration with local organizations and government initiatives could be crucial in implementing such a program.

Further development and investment in Eraligool Public High School are vital for equipping students with the skills and knowledge necessary to thrive in the 21st century. This requires a collaborative effort between the school administration, the Department of Education, local communities, and potential donors. Addressing the identified infrastructural and resource gaps will not only enhance the learning environment but also improve the overall well-being of the students.