MANOJ SARMA A SANSKRIT TOL

MANOJ SARMA A SANSKRIT TOL was established in 2003 and it is managed by the Unrecognised. It is located in Rural area. It is located in RANGIA block of KAMRUP RURAL 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 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 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.

Manoj Sarma A Sanskrit Tol: A Detailed Profile of a Rural Assam School

Manoj Sarma A Sanskrit Tol, a secondary school located in the rural heart of Assam, offers a glimpse into the educational landscape of this vibrant Indian state. Established in 2003, the school is managed independently and caters to students from classes 9 to 10. Its co-educational environment provides learning opportunities for both boys and girls. The school’s instruction is conducted entirely in Assamese, reflecting the local linguistic landscape.

The school’s infrastructure presents a mixed picture. While the building itself is described as dilapidated, it nonetheless houses essential facilities. The presence of separate boys’ and girls’ toilets highlights a commitment to basic sanitation needs. However, the absence of a boundary wall, electricity, a library, a playground, and computer-aided learning facilities underscore the challenges faced by the institution.

Despite these infrastructural limitations, the school boasts a dedicated teaching staff. A total of four teachers—three male and one female—are responsible for providing education to its students. This small, committed team serves as a testament to the dedication to education within the community. The school’s academic focus is on the State Board curriculum for class 10, preparing students for their secondary education examinations.

The school’s location in a rural setting shapes its daily operations and access to resources. The primary source of drinking water is hand pumps, a common feature in rural areas. While the lack of a dedicated computer lab or access to computers hinders the adoption of modern teaching methods, the school strives to provide quality education despite its limited resources.

Importantly, the school’s status as an unrecognized institution highlights the need for further support and recognition from government bodies. This recognition would unlock access to additional resources, including infrastructural improvements and potentially greater teacher training opportunities. Such enhancements would greatly benefit the students and contribute to a more conducive learning environment.

The absence of a pre-primary section limits the school’s ability to cater to younger students. However, its focus on secondary education serves a vital role in the community by providing students with the opportunity to pursue their education beyond primary school. The commitment of its teaching staff, in spite of the challenges faced, speaks volumes about their dedication to the students’ educational progress.

Manoj Sarma A Sanskrit Tol relies heavily on community support and local initiative. The school’s commitment to education, even with the challenges, is commendable. The dedicated teachers and the provision of basic facilities showcase a resilience and devotion to providing educational opportunities in a rural setting.

Looking ahead, the school’s needs are clear. Acquiring a more stable and functional infrastructure, including a proper boundary wall, electricity supply, and a computer lab, would drastically improve the quality of education provided. The need for government recognition and subsequent support is paramount to ensuring the long-term sustainability and success of this crucial community institution.

The school’s dependence on hand pumps underscores the importance of access to clean and reliable water sources in rural areas. Investment in sustainable water solutions would improve sanitation and overall hygiene, positively impacting the health and well-being of both students and staff.

In conclusion, Manoj Sarma A Sanskrit Tol stands as a symbol of perseverance in the face of limited resources. While infrastructural upgrades are clearly needed, the school’s dedication to providing quality education remains unwavering. Addressing the challenges faced by the school requires collaborative efforts from local communities, government bodies, and educational organizations to ensure a brighter future for the students of Manoj Sarma A Sanskrit Tol.