M. HAZARIKA SUWORONI J. BIDYALAYA

M. HAZARIKA SUWORONI J. BIDYALAYA was established in 2008 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in BHURBANDHA block of MORIGAON district of Assam. The school consists of Grades from 1 to 8. 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. 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 9 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 None 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 no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

M. HAZARIKA SUWORONI J. BIDYALAYA: A Detailed Profile of an Assamese Primary School

M. HAZARIKA SUWORONI J. BIDYALAYA, a private, unaided co-educational school located in the rural BHURBANDHA block of MORIGAON district in Assam, India, offers primary and upper primary education (classes 1-8). Established in 2008, this school plays a vital role in the community, providing education to children in a predominantly Assamese-speaking area.

The school’s infrastructure includes nine classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. While the school boasts electricity, it lacks a boundary wall and a playground. The absence of a library is notable, although the school does possess three functional computers, although a computer-aided learning lab is absent.

The teaching staff comprises thirteen educators – six male teachers and seven female teachers, supplemented by four pre-primary teachers. The school’s instruction is entirely in Assamese. The head teacher, Biman Hazarika, leads a dedicated team committed to delivering quality education to the students. The school’s management is private and unaided, underscoring its reliance on independent funding and community support.

Interestingly, this institution has a pre-primary section, catering to younger children before they enter formal schooling. The school follows the State Board curriculum for Class 10, indicating its adherence to regional educational standards. The absence of a mid-day meal program means that students need to arrange their own lunches.

Despite the challenges of lacking a library, playground, and boundary wall, the school perseveres in providing essential educational services. The dilapidated building signifies a need for infrastructural improvements, highlighting potential areas for community or governmental investment. The availability of only one boys’ and one girls’ toilet further emphasizes the need for expanded facilities to meet the needs of a growing student population.

The school’s location in a rural area underscores the importance of its role in providing educational opportunities to children who might otherwise lack access to formal schooling. The lack of drinking water facilities within the school poses a significant health concern and calls for immediate attention. Efforts to address this critical need are necessary to ensure the wellbeing of the students.

The school’s reliance on Assamese as the medium of instruction reflects the local linguistic landscape and emphasizes its commitment to preserving and promoting the local language and culture. This localized approach to education contributes to a more inclusive and culturally relevant learning experience.

While the school doesn’t offer residential facilities, its dedication to education remains unwavering. The absence of ramps highlights the need for future accessibility improvements to accommodate students with disabilities. This area represents an important opportunity for future development and inclusive education practices.

In conclusion, M. HAZARIKA SUWORONI J. BIDYALAYA serves as a testament to the dedication of its teachers and staff despite facing infrastructural limitations. The school’s focus on providing quality primary education in a rural setting makes it a valuable asset to the community. Addressing the school’s infrastructural deficiencies will undoubtedly enhance the learning environment and improve the overall educational experience for its students. This will require collective action from the community, local authorities, and potentially NGOs and philanthropic organizations. Continued support and investment are crucial for this school to thrive and reach its full potential. Further improvements are needed to fully serve its students’ needs.