HOLY FAITH ENGLISH SCHOOL

HOLY FAITH ENGLISH SCHOOL was established in 2002 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SAMELANGSO block of KARBI ANGLONG district of Assam. The school consists of Grades from 1 to 5. The school is Co-educational and it have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. English 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 1 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 Others 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 no playground. The school has a library and has 20 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.

HOLY FAITH ENGLISH SCHOOL: A Rural Primary School in Assam

HOLY FAITH ENGLISH SCHOOL, a private, co-educational primary school, stands as a beacon of education in the rural landscape of Assam. Established in 2002, this institution serves the community of Samelangso in the Karbi Anglong district, offering a valuable educational resource to the region’s children.

The school’s infrastructure, while modest, caters to the needs of its students. A single classroom provides space for learning, supported by one boys’ toilet and one girls’ toilet. The school’s building, privately owned, is described as being in good condition. Its resourcefulness is evident in its utilization of a library, containing 20 books, demonstrating a commitment to fostering a love of reading amongst its pupils. The school’s water source is a hand pump, ensuring access to clean drinking water for students.

The school’s academic program focuses on primary education, encompassing grades 1 through 5. Instruction is conducted in English, equipping students with valuable language skills crucial for future success. The school employs a team of five teachers – three male and two female – dedicated to guiding young minds. The dedicated head teacher, Mahensing Teron, leads the school with a commitment to providing quality education. The school’s management structure is classified as private and unaided, highlighting its independent operation and reliance on private funding.

The school’s curriculum adheres to the State Board for both Class 10 and 10+2 levels, suggesting a focus on providing students with a solid foundation in core subjects to prepare them for higher education. The school operates without a computer lab or computer-aided learning, and does not offer a midday meal program. However, the presence of a library and the teachers’ commitment to providing instruction illustrate the school’s efforts to maximize available resources.

The school’s location in a rural area underscores its critical role in providing educational opportunities where access might otherwise be limited. Its commitment to providing a basic education is a testament to the importance of educational access. The building is enclosed by a unique boundary wall, reflecting the school’s adaptation to available resources and local conditions. The absence of a playground and electricity do not diminish the school’s commitment to its students’ intellectual growth.

Although there is no playground, the presence of a library suggests a focus on academic enrichment. The school’s modest infrastructure reflects the realities of rural education but does not compromise its dedication to teaching. This dedication is further highlighted by its consistent operation since its establishment in 2002. The school’s accessibility via all-weather roads ensures that students can attend regularly, regardless of weather conditions.

The absence of certain amenities, such as computers and a playground, highlights the need for further investment in educational infrastructure in rural areas. However, the school’s commitment to providing basic education, despite limitations, is commendable. The school’s efficient teacher-student ratio further enhances the quality of education provided.

In conclusion, HOLY FAITH ENGLISH SCHOOL serves as an essential component of the educational fabric of its community. While facing infrastructural challenges common in rural areas, its dedication to providing quality primary education, its effective teacher deployment, and its commitment to literacy through its library demonstrate its significant contribution to its students’ future. Its unique character reflects the adaptive nature of educational institutions within resource-constrained environments. The school’s operational history since 2002 showcases its consistent service to the community.

This institution’s impact extends beyond the provision of formal education; it represents a vital investment in the future of the region’s children. Its existence underscores the need for continued support and investment in rural education to ensure equal opportunities for all students. The school’s story is a testament to the perseverance of educators and communities working together to promote learning and opportunity.