NAHARSOLA RONGBONG TERANG HIGH

NAHARSOLA RONGBONG TERANG HIGH was established in 2004 and it is managed by the Unrecognised. It is located in Rural area. It is located in NILIP block of KARBI ANGLONG 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 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 a library and has 50 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 Provided and Prepared in School Premises providing mid-day meal.

Naharsola Rongbong Terang High School: A Detailed Overview

Naharsola Rongbong Terang High School, located in the rural area of NILIP block, KARBI ANGLONG district in Assam, India, is a secondary school offering education from classes 9 to 10. Established in 2004, this co-educational institution is managed by an unrecognized body and operates within a government-provided building. The school’s commitment to providing quality education is evident in its various facilities and resources.

The school’s curriculum is delivered primarily in Assamese, catering to the local linguistic needs of its students. Five dedicated teachers – three male and two female – form the teaching staff, ensuring individual attention to students’ learning needs. The school follows the State Board curriculum for both Class 10 and Class 10+2 levels. Meals are provided and prepared on the school premises, ensuring students’ nutritional needs are met.

Naharsola Rongbong Terang High School prioritizes the well-being of its students. It boasts a functional library housing 50 books, fostering a love for reading and research. A playground provides a space for recreation and physical activity, contributing to the holistic development of students. The school also has functional boys’ and girls’ toilets, ensuring a safe and hygienic environment.

Access to clean drinking water is another key aspect that the school prioritizes. A well serves as the main source of drinking water for the students and staff. However, the school lacks a boundary wall, electricity, and computer-aided learning facilities. The absence of ramps presents a challenge for students with disabilities.

Despite these limitations, the school’s focus on providing a conducive learning atmosphere is undeniable. The school operates without a pre-primary section and is not residential.

The school’s management remains committed to delivering high-quality education to its students, despite the limitations in infrastructure and resources.

The absence of a computer lab and computers highlights a need for technological advancement, which could enhance learning opportunities for students. Similarly, the lack of a boundary wall and electricity pose challenges for security and the effectiveness of various school activities.

Addressing these infrastructure deficiencies would significantly enhance the educational experience for the students and strengthen the overall functionality of the school.

The school’s existing facilities like the library and playground contribute positively to the students’ overall development.

Future improvements, focusing on acquiring computers, building a boundary wall, securing electricity connection and providing ramps for disabled access would enhance the school’s infrastructure and ensure a more inclusive and technologically advanced learning environment.