NA-ALI DHOLI HS

NA-ALI DHOLI HS was established in 1994 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in JORHAT block of JORHAT 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 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 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 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 Provided providing mid-day meal.

NA-ALI DHOLI HS: A Rural Secondary School in Jorhat, Assam

NA-ALI DHOLI HS, a private aided secondary school, stands as a testament to educational access in the rural landscape of Jorhat, Assam. Established in 1994, this co-educational institution serves students from classes 9 to 10, offering a crucial link in their educational journey. The school’s commitment to education is evident in its dedicated staff of seven teachers – four male and three female – who strive to provide a quality learning experience.

The school’s curriculum is conducted primarily in Assamese, ensuring accessibility for the local community. The students pursue their secondary education under the State Board curriculum for Class 10 and another board for higher secondary education. Despite its rural location, the school boasts a functional playground, providing a valuable space for recreation and physical activity. Access to clean drinking water is ensured through a well on the premises. Furthermore, the school’s commitment to inclusivity is demonstrated by the presence of separate functional toilets for boys and girls.

The school building itself is a private structure. Although the school lacks a boundary wall and electricity, its presence remains vital within the community. The absence of a computer lab and computers hinders the integration of technology into the learning process; however, the school’s focus remains on providing a solid foundation in core subjects. The lack of a pre-primary section indicates the school’s specific focus on secondary education, catering to students at the crucial stage of their academic development. The absence of a library and books reflects a limitation on the availability of supplementary learning resources.

The school’s operational aspects reveal further insights into its functioning. The school operates without a head teacher and does not provide midday meals. While these aspects present areas for potential improvement, the school’s commitment to providing a basic secondary education is undeniable. Its location in a rural setting underscores its importance in bridging the educational gap within the community.

The school’s management model, being private aided, suggests a partnership between private investment and potential government support, which contributes to its continued existence. The availability of a functional playground highlights the importance placed on extracurricular activities, acknowledging the holistic development of students beyond academics. The provision of separate toilets underscores a dedication to gender-inclusive sanitation facilities.

While improvements in facilities, such as the addition of a library, computers, and electricity, could enhance the learning experience, the school’s foundational role in providing access to secondary education remains significant. The school’s rural setting also emphasizes the importance of extending educational resources to underserved areas.

The absence of a pre-primary section and the lack of a computer-aided learning system present opportunities for future development. Investment in these areas could significantly enhance the school’s capabilities and contribute to improved learning outcomes. However, the existing facilities, combined with dedicated teachers, offer a solid foundation for students’ educational progress.

NA-ALI DHOLI HS serves as a valuable resource for the local community, providing a vital educational pathway for students. Despite some limitations, the school demonstrates a commitment to education, addressing the needs of the students in its care. Continued efforts towards improving infrastructure and resources can further enhance the school’s contribution to the community’s educational landscape.

The school’s humble beginnings in 1994 highlight its enduring contribution to the community. Its continued operation, despite operational challenges, speaks to the dedication of its staff and the community’s need for accessible secondary education. This dedication is an integral part of the school’s ongoing success.

The information provided reveals a school with both strengths and areas needing further development. However, it’s critical to acknowledge its vital role in providing essential education to a rural community. Future improvements, while beneficial, should not overshadow the commendable work being done at NA-ALI DHOLI HS.