PAKHICHERRA HIGH SCHOOL

PAKHICHERRA HIGH SCHOOL was established in 1990 and it is managed by the Pvt. Unaided. It is located in Rural 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 Pucca But Broken boundary wall. The school has 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 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.

Pakhicherra High School: A Detailed Profile

Pakhicherra High School, a private, co-educational institution located in the rural area of Hailakandi district, Assam, stands as a testament to the commitment to secondary education in the region. Established in 1990, the school operates under private unaided management, catering to students from classes 9 to 10. Its location in the Hailakandi block makes it accessible via all-weather roads, ensuring consistent student attendance throughout the year.

The school’s infrastructure includes a private building, although the number of classrooms remains unspecified. Importantly, the school boasts a functional electricity connection and a well as its source of drinking water. Sanitary facilities are provided with one boys’ toilet and one girls’ toilet, both operational. The school’s physical structure features a pucca but broken boundary wall, signifying a need for infrastructural improvements.

Academically, Pakhicherra High School follows the State Board curriculum for class 10, with Bengali as the medium of instruction. The school employs a teaching staff consisting entirely of male teachers, totaling nine. The absence of a pre-primary section means the school focuses exclusively on secondary education. The school operates an academic session commencing in April.

The school’s limitations are evident in the absence of several key facilities. The lack of a library, playground, and computer-aided learning resources highlights areas requiring development. Further, the absence of ramps indicates a lack of accessibility for students with disabilities.

While the school’s commitment to education is commendable, several improvements could enhance the learning environment. The dilapidated boundary wall needs repair, and the addition of a library, playground, and computer lab would greatly benefit the students. Incorporating computer-aided learning would significantly improve the quality of education.

The school’s current reliance on a well for drinking water, while functional, could benefit from the exploration of more reliable and sustainable water sources. Investing in a ramp would ensure the inclusion of students with disabilities, fostering a more inclusive environment. The limited number of classrooms could be expanded to accommodate potential growth in student enrollment.

A strong emphasis should be placed on the acquisition of learning resources such as textbooks and educational materials. This addition would significantly enrich the classroom experience and provide the students with the tools needed for academic success. The absence of female teachers presents an opportunity for improved gender balance within the faculty.

In conclusion, Pakhicherra High School provides essential secondary education in a rural setting. However, focused investment in infrastructure upgrades, technology integration, and resource acquisition would elevate its educational offerings significantly. The school’s success hinges on addressing these key areas to improve student outcomes and create a more enriching learning experience.

The school’s commitment to education in a remote region is commendable. However, targeted development efforts focused on infrastructure improvement, resource acquisition, and increased accessibility would empower Pakhicherra High School to achieve its full potential and provide a higher quality of education to its students. The school administration and community stakeholders should collaborate to prioritize these essential improvements.

The dedication of the nine male teachers demonstrates a commitment to the students’ education. However, a comprehensive development strategy involving infrastructure enhancement, resource acquisition, technology integration, and addressing accessibility concerns would further solidify the school’s position as a vital educational institution within the community. The school should strive to create a more inclusive and enriching learning environment for all its students.