SWAHID MADAN GOGOI ME (R)

SWAHID MADAN GOGOI ME ® was established in 1993 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in CENTRAL JORHAT block of JORHAT district of Assam. The school consists of Grades from 6 to 8. 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 Rented building. It has got 3 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 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 Provided and Prepared in School Premises providing mid-day meal.

SWAHID MADAN GOGOI ME ®: A Rural Upper Primary School in Assam

SWAHID MADAN GOGOI ME ®, a private aided school located in the rural heart of Assam, India, offers a glimpse into the educational landscape of a vibrant community. Established in 1993, this co-educational institution serves students from classes 6 to 8, focusing on providing quality upper primary education. The school’s commitment to education is evident in its dedicated team of five teachers, comprising three male and two female educators.

The school’s instructional medium is Assamese, fostering a strong connection to the local language and culture. While the school doesn’t have a pre-primary section, it plays a vital role in the community by offering crucial upper primary education. Meals are provided and prepared on-site, ensuring students have access to nutritious food during the school day. The school follows the “Others” board for both Class 10th and 10+2 examinations, indicating a flexible approach to curriculum and assessment.

The school’s infrastructure, while modest, is functional. The rented building houses three classrooms, ensuring sufficient space for teaching and learning activities. The absence of a boundary wall, electricity, and playground reflects the challenges faced by many schools in rural areas. However, the presence of hand pumps provides a reliable source of drinking water for students and staff.

The lack of computers and a computer-aided learning lab signifies a reliance on traditional teaching methods. While there is no library, the school’s primary focus remains on providing quality instruction within the available resources. The absence of ramps indicates a need for future infrastructure development to ensure accessibility for students with disabilities.

The school’s rural location and reliance on traditional teaching methods offer insights into the varied educational experiences across India. Its continued operation highlights the importance of community-based education and the dedication of teachers in providing essential learning opportunities to students in underserved areas. Further development of its infrastructure and resources would significantly enhance the educational experience for its students.

The school’s management model – private aided – suggests a partnership between private and public entities to ensure its sustainability. The absence of certain amenities such as a playground and computer lab underscore the need for continued investment in rural education infrastructure. The use of Assamese as the medium of instruction reflects a commitment to local language preservation and cultural identity.

The school’s commitment to providing mid-day meals highlights its concern for student welfare, ensuring that nutrition does not hinder learning. The dedicated teachers and the school’s consistent operation represent a testament to the importance of education in the community.

Further investment in the school could involve upgrading facilities, adding technological resources, and expanding the curriculum to provide even more comprehensive education. The school’s long-standing presence demonstrates the enduring need and the community’s commitment to providing education opportunities for its young members.

The location in the CENTRAL JORHAT block of the JORHAT district positions the school within a specific geographic context, reflecting the regional variations in educational provision. Understanding the challenges and opportunities facing SWAHID MADAN GOGOI ME ® provides crucial insights into the realities of rural education in Assam.

In conclusion, SWAHID MADAN GOGOI ME ® stands as a representation of the challenges and triumphs of rural education. Its dedication to providing basic education, despite limitations in resources, is a testament to the commitment of teachers and community members. Further investment and support could significantly enhance the educational experience and opportunities for its students.