SWAHID KANAKLATA BALIKA B HS

SWAHID KANAKLATA BALIKA B HS was established in 1986 and it is managed by the Pvt. Unaided. 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 Girls 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 2 girls toilet and it is functional. The school has a playground. The school has a library and has 20 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.

SWAHID KANAKLATA BALIKA B HS: A Detailed Profile of an Assamese Girls’ Secondary School

SWAHID KANAKLATA BALIKA B HS, a private girls’ school located in the rural KAMALPUR block of KAMRUP RURAL district in Assam, India, offers a valuable educational service to the community. Established in 1986, this institution stands as a testament to the commitment to girls’ education in the region. Operating as a Pvt. Unaided school, it caters exclusively to female students, focusing on secondary education (classes 9 and 10).

The school’s curriculum is delivered in Assamese, reflecting a commitment to local language and cultural preservation. Ten teachers, comprising seven men and three women, dedicate their expertise to nurturing the students’ academic growth. The school follows the State Board curriculum for class 10, ensuring students are well-prepared for future academic pursuits.

The school’s physical infrastructure, while modest, offers essential learning spaces. It operates within a private building, equipped with a library boasting a collection of 20 books, indicating a focus on fostering a reading habit among the students. The presence of a playground underscores the school’s commitment to providing a holistic learning environment that fosters both physical and mental development. The school’s location in a rural area, however, means that it lacks electricity and a boundary wall. A hand pump provides access to clean drinking water, a crucial aspect of maintaining a healthy school environment. The facility also includes two functional girls’ toilets, indicating a commitment to providing basic amenities for the students.

Importantly, the school’s resources are primarily focused on its core academic mission. The lack of computers and a computer-aided learning lab highlights the need for further infrastructural development in this area. This is complemented by the absence of pre-primary sections and any mid-day meal provision, indicating a specific focus on secondary-level education within existing resource constraints.

The school’s management actively works to make education accessible. The school is easily accessible via an all-weather road, making it convenient for students to attend regardless of weather conditions. The academic year commences in April, aligning with the standard academic calendar in the region. The absence of residential facilities and any pre-primary programs reflects its current operational capacity and targeted student demographic.

While the school lacks certain amenities commonly found in larger or more well-resourced institutions, its commitment to providing quality secondary education for girls in a rural setting is commendable. The presence of a library, playground, and functional toilets suggests a conscious effort to create a conducive learning environment within existing limitations.

The school’s relatively small size and teaching staff underscores the importance of community support and potential for growth. Investment in additional resources could significantly enhance the school’s ability to provide a richer and more comprehensive education to its students.

Further infrastructural developments, such as the provision of electricity, a boundary wall, and computer facilities, could significantly improve the learning environment and expand opportunities for the students. These enhancements would not only improve the quality of education but also better equip the girls for the challenges of the modern world.

The SWAHID KANAKLATA BALIKA B HS represents a vital educational resource in its community. Continued support and strategic investments could further strengthen its position and enhance its capabilities, ultimately empowering the young women who learn within its walls.

In conclusion, SWAHID KANAKLATA BALIKA B HS is a testament to the dedication to girls’ education in rural Assam. While challenges remain, the school’s commitment to providing quality education in its existing infrastructure highlights its importance to the community. Further development will only enhance its impact on the lives of the girls it serves.