KHONGKAL ME

KHONGKAL ME was established in 1952 and it is managed by the Department of Education. It is located in Rural area. It is located in BALIJANA block of GOALPARA 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. Garo 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 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 have electric connection. The source of Drinking Water in the school is Well 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 125 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 Provided and Prepared in School Premises providing mid-day meal.

Khongkal ME School: A Rural Upper Primary Institution in Assam

Khongkal ME School, located in the rural area of Baliyana block, Goalpara district, Assam, is a government-run upper primary school established in 1952. Managed by the Department of Education, it serves students from classes 6 to 8, offering a co-educational learning environment. The school’s instruction medium is Garo, reflecting the local linguistic landscape. Its accessibility is ensured by an all-weather road, making it easily reachable for students and staff. The academic year commences in April, aligning with the regional calendar.

The school’s infrastructure comprises a government building housing three classrooms, all in good condition. These classrooms provide adequate space for the school’s instructional needs. In addition to the classrooms, the school also features a separate room for the head teacher and two other rooms for non-teaching activities. The school’s amenities include a functioning library stocked with 125 books, a playground for recreational activities, and ramps for disabled access, emphasizing inclusivity and providing essential facilities for all students.

The school’s facilities also cater to the basic needs of its students and staff. A well provides a reliable source of drinking water. Separate, functional boys’ and girls’ toilets ensure sanitation and hygiene for all. The presence of a playground highlights the school’s commitment to providing a holistic education that encompasses both academics and physical activity. The school also benefits from electricity, ensuring a conducive environment for teaching and learning.

Importantly, the school provides midday meals, prepared and served on its premises, ensuring students receive proper nourishment to support their learning and overall well-being. This highlights the school’s commitment to the holistic development of its students, recognizing the crucial link between nutrition and education.

The school’s staffing consists of four male teachers and a head teacher, Elberther Sangma, providing a teacher-student ratio conducive to effective learning. The school operates without contract teachers, underscoring the stability and experience within its teaching staff. The dedicated educators play a vital role in providing quality education to the students in the region. The absence of a pre-primary section or computer-aided learning lab, however, indicates potential areas for future development and enhancement.

Although the school does not possess computer facilities, its presence is a significant asset to the community, providing essential education to the area’s children. The lack of a boundary wall, while not directly impacting the quality of education, could warrant future consideration in enhancing the overall safety and security of the school environment.

Khongkal ME school stands as a testament to the commitment to providing education in even the most remote areas. Its establishment in 1952 signifies its long-standing presence and contribution to the community’s educational development. The school’s dedication to providing a safe, supportive, and enriching learning experience is crucial for the region’s future.

The school’s commitment to providing quality education, despite its limited resources, is truly commendable. The dedicated teaching staff and supportive facilities contribute to a positive learning environment. While there is room for improvement, the school plays an indispensable role in the educational landscape of its community.

The data reveals a school that successfully fulfills a critical educational need in a rural setting. The dedication of the staff and the provision of essential amenities illustrate a commitment to providing quality education. The school’s focus on providing a solid foundation in primary education is highly significant for the future prospects of its students.

Further development and modernization, such as incorporating computer-aided learning, would significantly enhance the school’s capabilities and better prepare students for future challenges. However, the existing resources and commitment to education lay a strong groundwork for future growth and success.