KHARUPETIA ADARSHA GIRLS HS

KHARUPETIA ADARSHA GIRLS HS was established in 2001 and it is managed by the Unrecognised. It is located in Urban area. It is located in DALGAON block of DARRANG district of Assam. The school consists of Grades from 6 to 10. The school is Girls 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 3 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 None 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.

Kharupetia Adarsha Girls HS: An Overview of an Unrecognised Upper Primary and Secondary School in Assam

Kharupetia Adarsha Girls HS, a private school established in 2001, serves the urban community of Dalgaon block in Darrang district, Assam. Operating as an unrecognised institution, it caters exclusively to girls, offering education from classes 6 to 10, following the State Board curriculum for Class 10. The school’s instruction medium is Assamese.

The school’s physical infrastructure consists of three classrooms housed in a private building. While the classrooms are described as being in good condition, the school lacks several essential amenities. Importantly, it currently does not have a boundary wall, electricity, or a playground. The absence of a library and drinking water facilities further highlights the infrastructural challenges faced by the institution.

Despite these limitations, the school employs a dedicated team of 14 teachers, comprising 9 male and 5 female educators. The absence of a pre-primary section and the fact that the school doesn’t provide midday meals are noteworthy aspects of its operational structure. The school’s management remains unrecognised, and it does not offer residential facilities for students.

The lack of computer-aided learning and the absence of computers themselves limit the school’s access to modern technological advancements in education. This absence, coupled with the lack of a library, restricts students’ access to diverse learning resources and potentially hinders their academic development.

The school’s location in an urban area suggests potential access to external resources and community support. However, the absence of basic facilities such as a boundary wall and electricity indicates a need for improvements in the school’s physical infrastructure to create a safer and more conducive learning environment.

The absence of a proper boundary wall presents potential safety concerns. The lack of electricity also impacts the school’s ability to utilise technology and potentially extends the school day’s limitations due to insufficient lighting. Addressing these concerns is crucial for creating a more secure and productive learning experience for the students.

Further development and investment are necessary to address the current shortcomings. The provision of essential amenities such as a boundary wall, electricity, a library, a playground, and a reliable source of drinking water are crucial steps towards improving the school’s overall functionality and enhancing the quality of education provided.

Securing recognition for the school would unlock access to government support and resources, leading to significant improvements in infrastructure, teaching resources, and overall educational standards. The pursuit of formal recognition should be a primary objective for the school’s management.

The provision of midday meals would significantly support the students’ well-being and potentially improve their academic performance by addressing nutritional needs. This initiative, combined with the development of a robust library and computer lab, would contribute significantly to a more holistic and enriched learning experience.

In conclusion, Kharupetia Adarsha Girls HS, while committed to educating girls in the community, faces considerable challenges related to infrastructure and resources. Addressing these issues through investment, securing recognition, and implementing supportive measures will be instrumental in ensuring the school provides a high-quality education for its students.