SWAMI VIVEKANANDA HIGH SCHOOL

SWAMI VIVEKANANDA HIGH SCHOOL was established in 1991 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in DHEMAJI block of DHEMAJI 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 Tap Water 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 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 Applicable providing mid-day meal.

Swami Vivekananda High School: A Rural Secondary School in Assam

Swami Vivekananda High School, a private aided co-educational institution, stands as a beacon of secondary education in the rural landscape of Dhemaji district, Assam. Established in 1991, the school serves students from classes 9 to 10, playing a vital role in the community’s educational development. Its location in the DHEMAJI block ensures accessibility to students within the rural area.

The school’s curriculum is conducted entirely in Assamese, fostering a strong connection to the local language and culture. Instruction is provided by a dedicated team of eight male teachers, committed to providing quality education to the students under their charge. The school follows the State Board curriculum for class 10, equipping students with the necessary skills and knowledge for their future academic pursuits. Furthermore, the school offers a class 10+2 board affiliated with other boards, offering versatile academic opportunities for its students.

The school’s infrastructure, while modest, includes a playground providing a space for physical activity and recreation. A reliable source of tap water ensures the students’ hydration needs are met throughout the school day. Importantly, the school is accessible via an all-weather road, ensuring consistent attendance regardless of weather conditions. The academic year commences in April, aligning with the regional academic calendar.

The school’s building, while privately owned, currently lacks additional classrooms. This limitation, however, is offset by the availability of two rooms for non-teaching purposes and a dedicated space for administrative functions. The absence of a boundary wall underscores the need for future infrastructural improvements, along with the lack of electricity.

Although the school currently lacks a library and computer-aided learning facilities, the presence of a playground highlights the school’s commitment to providing a balanced educational experience. The absence of ramps for disabled students indicates a future need for improvement and inclusivity. The current absence of computer facilities highlights the opportunity for technological advancements in teaching and learning.

The school’s management demonstrates a commitment to improving its infrastructure. The lack of a library, boundary wall, and electricity presents opportunities for future development and improvement. These enhancements would significantly benefit the learning environment and provide better amenities for students.

The school’s unique position as a rural secondary school makes it a crucial institution in providing education to students in the region. Its focus on Assamese as the medium of instruction ensures cultural relevance while its reliance on dedicated male teachers demonstrates commitment to teaching. The absence of female teachers warrants attention, perhaps signaling a need for more diversity in the teaching staff.

While challenges remain in terms of infrastructure, the presence of a playground and a reliable water source shows a dedication to student well-being. The absence of a computer lab and library presents opportunities for modernization, aligning the school with current educational standards.

The school’s management – privately aided – indicates a partnership between the private sector and government support. This collaborative model might pave the way for future upgrades and enhancements to the school’s facilities and resources. The community’s involvement in the school’s success would also be invaluable.

Looking ahead, the Swami Vivekananda High School has the potential to become a more robust and modern educational institution. Addressing the infrastructure challenges, coupled with the addition of new technologies and learning resources, will greatly enhance the learning experience for its students, ensuring their future success.