PUBPAR MADARTALA HS

PUBPAR MADARTALA HS was established in 1991 and it is managed by the Department of Education. 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 Dilapidated 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 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 2 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.

PUBPAR MADARTALA HS: A Detailed Overview of a Rural Secondary School in Assam

PUBPAR MADARTALA HS, a secondary school located in the rural heartland of Assam, stands as a testament to the enduring pursuit of education. Established in 1991 under the Department of Education, this co-educational institution serves students from classes 9 to 10, providing crucial secondary education within its community. The school’s dedication to providing quality education is reflected in its teaching staff, comprising 7 male and 2 female teachers, totaling 9 dedicated educators. The instruction medium is Assamese, fostering a strong connection to local culture and language.

The school’s infrastructure presents a mixed picture. While the building itself is described as dilapidated, it offers a functional learning environment despite its condition. The school’s location, in the KAMALPUR block of KAMRUP RURAL district, dictates its accessibility. It is reachable by an all-weather road, ensuring consistent student attendance regardless of weather conditions. The academic year commences in April, following the standard calendar for the region. Crucially, the school boasts a playground, providing a valuable space for recreation and physical activity.

The school’s facilities include essential amenities. A reliable electricity supply powers the school, while hand pumps provide a functional source of drinking water for students and staff. Separate toilet facilities for boys (1) and girls (2) cater to the needs of the student body. The absence of a boundary wall and a computer-aided learning lab highlights areas for future development, and the school’s management has recognized the need to enhance these facilities.

The school follows the State Board curriculum for class 10 and utilizes a different board for higher secondary education. It does not offer a pre-primary section, concentrating its resources on secondary education. The school is not residential, which is a common feature for schools in this region. Therefore, students commute daily.

The school’s current resources emphasize the importance of continued investment. While the existing facilities offer functional spaces, improvements in infrastructure, particularly the condition of the building, and the addition of digital learning tools are clear priorities.

The lack of a library and computers underscores the need for future development and improved access to resources, which are vital for enhancing the educational experience of the students. The absence of a mid-day meal program highlights a key area where additional support could significantly benefit the students, particularly those from less fortunate backgrounds.

The management’s commitment to education is reflected in the teachers’ dedication. However, the school’s long-term success depends on addressing the infrastructure challenges and resource limitations.

The absence of a computer lab, a crucial element of modern education, is a significant gap that should be considered in future development plans. The availability of digital resources would substantially enhance the educational opportunities available to the students at PUBPAR MADARTALA HS.

In conclusion, PUBPAR MADARTALA HS plays a vital role in providing secondary education to the rural community it serves. Addressing the existing challenges through infrastructure upgrades and the introduction of modern learning tools will strengthen the school’s capacity to empower its students and contribute to the overall development of the region. Continued support and investment are essential to ensure the school continues to thrive and effectively educate the next generation.