PUTHIMARI JANAKALYAN H.S.

PUTHIMARI JANAKALYAN H.S. was established in 1992 and it is managed by the Unrecognised. It is located in Rural area. It is located in KALAIGAON block of DARRANG 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 Hand Pumps and it is functional. The school has 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has a 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.

PUTHIMARI JANAKALYAN H.S.: A Rural Secondary School in Assam

PUTHIMARI JANAKALYAN H.S., a private secondary school located in the rural KALAIGAON block of DARRANG district, Assam, has been educating students since its establishment in 1992. Operating under unrecognised management, the school provides secondary education (classes 9 and 10) to students in the area. Its co-educational environment caters to a diverse student population.

The school’s curriculum is delivered in Assamese. Seven teachers, including six male and one female, dedicate their expertise to providing a quality education. The school follows the State Board curriculum for class 10. While the school doesn’t offer a pre-primary section, its focus remains on providing a strong foundation in secondary education.

Accessibility is a key consideration. The school is conveniently located, accessible via an all-weather road, making it reachable for students regardless of the weather conditions. The academic session commences in April, aligning with the regional academic calendar.

The school building is privately owned, though it currently lacks classrooms dedicated to instruction. It does, however, have additional rooms for non-teaching activities and a separate space for the head teacher. The school’s infrastructure is lacking a boundary wall and electricity, highlighting a need for improvement in these areas.

Despite these infrastructure challenges, the school boasts a library, providing students with access to learning resources, and a functional hand pump offering a reliable source of drinking water. A playground and computer-aided learning facilities are currently absent. Similarly, the lack of ramps for disabled children presents an accessibility barrier that requires attention.

Although the school does not offer mid-day meals, the school’s dedication to education is evident. The absence of certain amenities underscores the need for further development and investment to enhance the educational experience and create a more inclusive learning environment for all students.

The school’s location in a rural setting underlines the importance of its contribution to the local community. Its commitment to providing secondary education in the Assamese language makes it a vital resource for students in the area.

Further investment in infrastructure development, including classrooms, electricity, and a boundary wall, would significantly enhance the learning environment. Providing additional resources like computers and creating a computer-aided learning lab would equip students with essential digital skills for the modern world.

The addition of a playground and ramps for disabled children would make the school a more inclusive and welcoming space for all students. Addressing these areas of need would greatly improve the educational experience and foster a more conducive learning environment.

Future developments could also involve exploring partnerships to secure funding for infrastructure upgrades, teacher training, and the provision of essential learning resources. The school’s commitment to providing quality education, despite existing challenges, highlights its importance to the community. Continued efforts to improve its facilities will ensure its continued success in shaping the future of its students.