HITESWAR BARPUJARI ACADEMY

HITESWAR BARPUJARI ACADEMY was established in 1999 and it is managed by the Unrecognised. It is located in Urban area. It is located in WEST block of GOLAGHAT 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 Dilapidated 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 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no 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 Provided providing mid-day meal.

Hiteswar Barpujari Academy: A Secondary School in Golaghat, Assam

Hiteswar Barpujari Academy, established in 1999, is an unrecognised secondary school located in the urban area of Golaghat district, Assam. Situated in the West block of the district, the academy serves students from classes 9 to 10, offering a co-educational learning environment. The school’s instruction medium is Assamese, fostering a strong connection to the local language and culture. Despite its challenges, the academy plays a vital role in providing secondary education to the community.

The academy’s infrastructure presents a picture of both resilience and need. The school building is described as dilapidated, highlighting the need for significant infrastructural improvements. While lacking modern amenities such as computers and a computer-aided learning lab, the school manages to provide instruction with the available resources. The absence of a boundary wall raises safety concerns, and the lack of electricity presents a significant obstacle to effective learning, especially in the evenings.

The dedicated teaching staff of Hiteswar Barpujari Academy comprises seven teachers: four male and three female. These educators are committed to imparting knowledge and shaping the future of their students. Despite the limitations, the school’s commitment to education remains strong, underscored by its dedicated faculty and their ongoing efforts. The absence of a pre-primary section means the school focuses exclusively on secondary-level education.

The school’s resources are limited. While hand pumps provide access to drinking water, the absence of a library and playground significantly impacts the overall learning experience. The lack of a library severely restricts access to supplementary reading materials, essential for a well-rounded education. The need for a playground is equally important for fostering physical activity and social interaction among students.

The academic curriculum follows the State Board for Class 10, providing students with a structured pathway towards further education. However, the lack of facilities like a computer lab and insufficient infrastructural support indicates a considerable need for investment and development. The school’s unrecognised status likely contributes to these resource constraints, potentially hindering its access to government support and funding.

The academy’s location in an urban area implies easy access for students, although the condition of the building and the lack of basic amenities remain considerable challenges. The school’s management, being unrecognised, faces the difficulty of securing the necessary resources to improve its facilities and better serve its students. This highlights the critical need for government intervention and support to improve the quality of education at Hiteswar Barpujari Academy.

The absence of a mid-day meal program emphasizes the importance of supporting students’ nutritional needs. A proper meal program would contribute significantly to students’ health and academic performance, enabling them to focus on their studies without being hampered by hunger. This adds to the list of crucial areas needing improvement at the school.

The school’s establishment in 1999 indicates a long history of providing education to the local community, but its current state suggests the need for urgent attention to its infrastructure and resource limitations. Improvements to the building, provision of electricity, construction of a boundary wall, and establishment of a library and playground would make a substantial difference in the quality of education provided.

Addressing the issues faced by Hiteswar Barpujari Academy requires a multi-pronged approach. This includes securing recognition for the school to gain access to government funds and resources, investing in infrastructure development, and implementing programs to enhance the overall learning environment. Such improvements would greatly benefit the students and contribute to the community’s educational advancement.

The future of Hiteswar Barpujari Academy hinges on collaborative efforts from government agencies, local communities, and NGOs to tackle the challenges it faces. With increased support, the school can overcome its limitations and provide a more conducive and effective learning experience for its students, thereby contributing significantly to the educational development of the Golaghat district.