PUBPAR HAJO SANSKRIT VIDYALAYA

PUBPAR HAJO SANSKRIT VIDYALAYA was established in 2003 and it is managed by the Unrecognised. It is located in Rural area. It is located in KAMALPUR block of KAMRUP RURAL 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 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.

PUBPAR HAJO SANSKRIT VIDYALAYA: A Rural Secondary School in Assam

PUBPAR HAJO SANSKRIT VIDYALAYA, a co-educational secondary school located in the rural Kamalpur block of Kamrup Rural district, Assam, offers education from classes 9 to 10. Established in 2003, this unrecognised school provides instruction in Assamese and follows the State Board curriculum for class 10. The school’s infrastructure is characterized by a private building, though it lacks some essential amenities.

The school’s teaching staff comprises four teachers—two male and two female—dedicated to educating its students. The absence of a pre-primary section focuses the school’s resources on secondary education. The school operates without a head teacher, and there are no contract teachers employed at present. The school’s management is currently classified as unrecognised.

While the school’s building is private, it currently lacks classrooms. Despite this, the available spaces are utilized effectively. Notably, the school does not possess a boundary wall, electricity connection, library, playground, or computers for learning. The provision of drinking water is also absent.

The absence of essential facilities such as a library and computers highlights the need for improved infrastructure. The lack of a boundary wall raises concerns about security, while the absence of electricity could impact teaching and learning, particularly during evening hours. Similarly, the absence of a playground limits opportunities for physical activity and recreation for the students.

Although there is one functional girls’ toilet available, the absence of boys’ toilets poses a significant challenge, highlighting the disparity in facilities and the need for equitable provisions. The school’s location in a rural area might present additional challenges in accessing resources and support.

The lack of computer-aided learning and library resources further underscores the need for enhanced educational resources to enhance the learning experience for students. The absence of ramps for disabled children signifies a need for increased accessibility measures within the school’s environment.

The school’s reliance on the State Board curriculum reflects the commitment to standardized education. However, the unrecognised status might limit access to certain funding and resources that recognised schools routinely benefit from. This highlights a crucial area needing attention to unlock the school’s full potential.

Further development of the school’s infrastructure and the provision of essential amenities, such as a library, computers, and adequate sanitation facilities, are crucial steps in improving the quality of education. Addressing the lack of a boundary wall would enhance security for students and staff.

Initiatives focused on securing government recognition for the school would improve access to funds for infrastructural development and resource provision. Securing electricity connection would also significantly impact the daily functioning of the school and enhance its appeal to prospective students.

Efforts towards improving the school’s facilities and supporting its unrecognised status should be prioritized to ensure that the students receive a quality education with access to resources necessary for academic success. The community and relevant authorities need to work together to address these shortcomings and ensure a conducive learning environment for all.