MOIRABARI HS

MOIRABARI HS was established in 1960 and it is managed by the Department of Education. It is located in Rural area. It is located in LAHARIGHAT block of MORIGAON 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 Government 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 Partial boundary wall. The school has 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 a library and has 300 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 8 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Moirabari Higher Secondary School: A Comprehensive Profile

Moirabari Higher Secondary School (MOIRABARI HS), established in 1960, serves the rural community of Lahari Ghat block in Morigaon district, Assam. Managed by the Department of Education, this co-educational institution offers secondary education (classes 9 and 10) exclusively, with instruction primarily conducted in Assamese. The school’s operational year begins in April, aligning with the academic calendar of the state.

The school’s infrastructure comprises a government-provided building, equipped with essential facilities. While the school doesn’t offer a pre-primary section, its existing structure includes a dedicated space for the head teacher and additional rooms for non-teaching activities. The school is partially enclosed by a boundary wall and benefits from a reliable electricity connection. Students’ hydration needs are met by functional hand pumps providing drinking water on the premises.

Sanitary facilities are provided through one boys’ toilet and one girls’ toilet, both fully functional. The school also maintains a library containing a collection of 300 books, a valuable resource for students’ academic pursuits. However, the absence of a playground limits extracurricular physical activities. The school’s commitment to technological advancement is evident in its computer-aided learning lab, equipped with eight functional computers to support modern teaching methods.

Despite the lack of a playground, the school boasts a notable feature: its computer-aided learning (CAL) lab, containing eight functional computers, actively contributing to the students’ digital literacy and skill development. This technology integration emphasizes the school’s dedication to providing modern educational resources.

The school’s teaching staff comprises a dedicated team of eleven teachers, consisting of nine male and two female educators. They are committed to imparting quality education to the students, fostering their academic growth, and shaping their future prospects. This staff-to-student ratio provides opportunities for individual attention and learning support.

Interestingly, while the school does not provide mid-day meals, its location and structure are strategically designed for accessibility and convenience. This accessibility, coupled with the available resources, indicates that the school strives to provide a conducive learning environment within its resource capabilities. The school building itself is permanently located and is not used as a shift-school, ensuring stability for both students and staff.

The absence of ramps signifies an area for potential future improvement regarding accessibility for students with disabilities. Addressing this aspect would further enhance the inclusivity and overall accessibility of the school’s facilities. However, its functional facilities demonstrate a firm commitment to providing a functional education structure.

In summary, Moirabari Higher Secondary School provides a vital educational service to the rural community it serves. While lacking some amenities typically found in larger schools, its dedication to education, functional facilities, and integration of technology highlights its commitment to improving students’ academic prospects and overall well-being. Future development could focus on expanding facilities and addressing accessibility concerns for all students.

The school’s commitment to providing a quality education in a rural setting, despite resource limitations, underscores its importance to the community. Its dedicated staff, functional facilities, and the incorporation of technology demonstrate a proactive approach to fulfilling its educational mandate. By addressing areas for improvement, the school can further enhance the learning experience and future prospects of its students.