GHURMURA MILONJYOTI HIGH SCHOOL

GHURMURA MILONJYOTI HIGH SCHOOL was established in 2005 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SADIYA block of TINSUKIA 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.

GHURMURA MILONJYOTI HIGH SCHOOL: A Comprehensive Profile

Ghurmura Milonjyoti High School, a private co-educational institution located in the rural SADIYA block of TINSUKIA district, Assam, offers secondary education (classes 9 and 10) to students in the region. Established in 2005, the school operates under private unaided management and plays a vital role in providing educational opportunities to the local community.

Academics and Infrastructure:

The school’s curriculum follows the State Board for Class 10 and is taught in Assamese. A team of nine teachers, comprised of seven male and two female educators, deliver instruction. The school is housed in a private building, featuring a playground for students’ recreational activities. While the school lacks a library and computer-aided learning facilities, it does have one functional boys’ toilet and one functional girls’ toilet, ensuring basic sanitation needs are met. The primary source of drinking water is hand pumps. Importantly, the school is easily accessible via all-weather roads. The school operates on a session that commences in April.

Facilities and Resources:

The school’s infrastructure includes a dedicated space for the head teacher and two additional rooms for non-teaching activities, but it is noteworthy that the school does not have a boundary wall or an electricity connection. The absence of a library and computer lab indicates potential areas for future development and improvement.

Community Engagement:

The school’s presence in the rural area highlights its significance in providing access to education for students who might otherwise lack such opportunities. The lack of a pre-primary section, however, suggests a potential need for expansion to cater to a wider range of age groups within the community.

Accessibility and Inclusivity:

The school’s accessibility is further improved by the presence of a playground; however, the absence of ramps for disabled children indicates an area for potential improvements in infrastructure to fully embrace inclusivity.

School Management and Operations:

The school’s private unaided management structure highlights the importance of community support and private investment in education. The school’s effective functioning with limited resources showcases the dedication of the teachers and administration in providing quality education.

Future Growth and Development:

The future success of the school relies on securing additional resources to enhance its facilities, including acquiring electricity, building a boundary wall, constructing a library, installing computers, and establishing a computer-aided learning facility. Furthermore, improving accessibility through the addition of ramps for disabled students would ensure the school remains inclusive for all community members.

Overall Assessment:

Ghurmura Milonjyoti High School demonstrates resilience and a commitment to providing education to the rural community despite resource limitations. Future investment in the school will significantly enhance its ability to offer a more comprehensive and enriching learning experience for its students. The school’s dedication to education in the face of challenges serves as an inspiring example.

Conclusion:

Ghurmura Milonjyoti High School, while facing certain infrastructural challenges, stands as a testament to the unwavering commitment towards providing quality secondary education to the community. The school’s strengths, such as its dedicated teachers and accessible location, position it for future growth and improvement with targeted resource allocation. The provision of basic amenities such as toilets and drinking water demonstrates a commitment to the health and well-being of its students.