MOHANPUR CHATUSPATI

MOHANPUR CHATUSPATI was established in 2002 and it is managed by the Unrecognised. It is located in Urban area. It is located in HAILAKANDI block of HAILAKANDI 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. Bengali 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 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 None and it is functional. The school has 0 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.

Mohanpur Chatuspati: A Secondary School in Hailakandi, Assam

Mohanpur Chatuspati, a secondary school located in the urban area of Hailakandi district, Assam, was established in 2002. Operated under unrecognized management, the school offers classes from 9th to 10th standard, catering to both boys and girls in a co-educational setting. Instruction is primarily conducted in Bengali. The school’s accessibility is ensured by an all-weather road, making it convenient for students to reach regardless of weather conditions. The academic year commences in April, following the standard academic calendar of the region.

The school’s infrastructure comprises a private building, with a dedicated space for the headmaster or teachers. A notable feature is the presence of a single, functional girls’ toilet.

The school’s facilities are currently limited. There is no boundary wall, electric connection, playground, or library. The absence of a library also means there are no books available for student use. Furthermore, the school lacks access to clean drinking water, and ramps for disabled access are not yet available.

The teaching staff consists of six male teachers, reflecting a predominantly male teaching force within the school. There are no female teachers currently employed. It is noteworthy that the school is not providing mid-day meals.

The curriculum follows the ‘Others’ board for Class 10th examinations. The school does not offer pre-primary education, nor does it have computer-aided learning facilities or computers for educational use.

The school’s overall status as an unrecognized institution presents challenges to its growth and development. The limited infrastructure and resources highlight the need for improvement and investment to enhance the learning environment for its students.

Addressing the school’s infrastructure gaps, such as providing a boundary wall, reliable electricity, drinking water facilities, and a playground, would significantly improve the educational experience. The addition of a library and computers, along with teacher training, could further enhance the quality of education offered.

The school’s lack of female teachers also presents an area requiring attention. Improving gender balance among the teaching staff would provide a more diverse and inclusive learning environment. Strategic planning and resource allocation could help to achieve this.

Community engagement is vital to the school’s progress. Collaborating with local organizations and government bodies could facilitate access to funds and resources necessary for infrastructural development and educational improvements.

The absence of a mid-day meal program is also a significant concern. Securing funding or partnerships to provide nutritional meals would enhance student well-being and improve their ability to learn.

The future of Mohanpur Chatuspati hinges on strategic planning, resource acquisition, and collaborative partnerships to overcome the existing limitations and create a more supportive and enriching learning environment for its students.