HAHKHATI SARADA MES

HAHKHATI SARADA MES was established in 1963 and it is managed by the Department of Education. It is located in Rural area. It is located in KAKAPATHAR block of TINSUKIA 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 6 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 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 436 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 4 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

HAHKHATI SARADA MES: A Comprehensive Profile of an Assam Upper Primary School

HAHKHATI SARADA MES, a government-run upper primary school in Assam, India, stands as a vital educational institution serving the rural community of Kakapathar block in Tinsukia district. Established in 1963 under the Department of Education, the school provides crucial learning opportunities for students in grades 6 through 8.

The school’s infrastructure comprises a government-owned building equipped with six well-maintained classrooms dedicated to instruction. These facilities are supplemented by two additional rooms designed for non-teaching activities, ensuring a functional and versatile learning environment. A dedicated space serves as an office for the head teacher, further enhancing the school’s administrative capabilities.

Despite lacking a boundary wall, the school boasts essential amenities, including electricity and a functional playground, creating a conducive atmosphere for both academics and recreation. A well-stocked library houses 436 books, offering students a valuable resource for expanding their knowledge beyond the classroom. Hand pumps provide a reliable source of drinking water, meeting the daily hydration needs of the student population. The presence of ramps for disabled children underscores the school’s commitment to inclusivity.

The school’s educational approach is tailored to its unique context. Assamese serves as the primary language of instruction. The teaching staff includes nine male teachers and three female teachers, led by head teacher SRI GOPI LAL CHETRI, totaling twelve dedicated educators committed to student success. The school operates as a co-educational institution, welcoming both boys and girls.

The school’s commitment to holistic development extends beyond academics. It offers a mid-day meal program, ensuring students receive proper nourishment alongside their education. The presence of four functional computers, though lacking a dedicated computer-aided learning lab, provides students valuable exposure to technology.

While the school provides essential services, it’s important to note that it is not residential and does not offer a pre-primary section. Its location in a rural area presents both challenges and opportunities, underscoring the school’s crucial role in community development.

The school’s accessibility is enhanced by its location along an all-weather road. The academic calendar aligns with the regional norm, commencing in April. The school’s consistent operational history, evident in its long-standing presence, speaks to its enduring value within the local community.

In summary, HAHKHATI SARADA MES exemplifies a rural government school striving to provide quality education in a resource-constrained setting. Its focus on fundamental education, combined with the provision of essential amenities, makes it a significant contributor to the intellectual and social development of its students. The school’s adherence to the regional language of instruction and its commitment to inclusivity showcase its dedication to serving the unique needs of its community. The ongoing commitment of its teachers and administration demonstrates a persistent dedication to student growth and success. The school’s future prospects likely hinge on securing further resources and ongoing community support to build upon existing strengths.