UJAN DHOLAI AGRAHARI ME

UJAN DHOLAI AGRAHARI ME was established in 1967 and it is managed by the Department of Education. It is located in Rural area. It is located in KATLICHERRA block of HAILAKANDI 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. Bengali 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 Government building. It has got 5 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 None 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 a library and has 350 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Ujan Dholai Agrahari ME School: A Comprehensive Overview

Ujan Dholai Agrahari ME School, established in 1967, is a government-run upper primary school located in the rural KATLICHERRA block of HAILAKANDI district, Assam. This co-educational institution serves students from classes 6 to 8, providing a crucial link in their educational journey. The school’s management falls under the Department of Education, reflecting its commitment to public service and accessibility.

The school’s infrastructure includes a government building housing five classrooms, all in good condition. These classrooms facilitate learning for the students, supported by a library containing 350 books, fostering a love of reading and encouraging independent study. A playground provides a space for recreation and physical activity, essential for holistic child development. Furthermore, the school is equipped with one computer, a valuable resource in today’s technologically advanced world. To ensure accessibility, ramps are available for students with disabilities. The school also features one boys’ toilet and two girls’ toilets, ensuring basic sanitation facilities.

The school operates with a dedicated team of five male teachers, collectively providing instruction and guidance to its students. Bengali serves as the primary language of instruction, connecting the curriculum to the local community’s linguistic heritage. Despite the lack of electricity and a boundary wall, the school strives to provide a conducive learning environment. The absence of a computer-aided learning lab and midday meals highlights areas where further development and support could significantly enhance the learning experience.

The absence of a pre-primary section and the “Others” designation for class 10 and 10+2 boards indicate the school’s specific focus on upper primary education. This concentration on grades 6-8 allows the teachers to dedicate their resources and attention to a targeted age group, optimizing learning outcomes. The head teacher, ALI AHMED MAZUMDER, leads the school’s dedicated team, providing leadership and ensuring the smooth running of daily operations.

The school’s location in a rural setting presents unique challenges and opportunities. While accessibility to resources might be limited, the school’s close ties to the community facilitate a strong sense of belonging and shared responsibility. The school’s commitment to providing education to children in a rural setting is a valuable contribution to the community’s development and progress.

Ujan Dholai Agrahari ME School showcases the dedication of educators working in resource-constrained environments. Their commitment to providing quality education, despite infrastructural limitations, deserves recognition. The school’s accessibility for disabled students through the provision of ramps is another positive feature.

The school’s long history, dating back to 1967, underscores its significance within the community. It’s a testament to the enduring need for education and the consistent efforts to provide it, even in the face of challenges. The school’s lack of certain amenities highlights the need for ongoing support and investment in educational resources in rural areas.

Further development could include the addition of electricity, a boundary wall, a computer lab, and a midday meal program. These additions would significantly improve the learning environment and provide students with more comprehensive support. The dedication of the teachers and the availability of essential facilities like toilets and ramps highlight the school’s commitment to providing a safe and inclusive learning experience.

The provision of 350 books in the library demonstrates a focus on literacy and knowledge acquisition. This resource, coupled with dedicated teachers, paves the way for the students’ academic success. Further investments in resources would enhance the school’s capabilities and improve the learning outcomes for its students.

The school’s rural location emphasizes the importance of reaching underserved communities. While challenges exist, the positive aspects of the school, like its dedicated staff and the presence of necessary facilities, make it a vital part of the local community’s educational landscape. Continued support and investment in this and similar schools are vital for fostering education in rural areas.