VIVEKANANDA VIDYALAYA MES

VIVEKANANDA VIDYALAYA MES was established in 1994 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in HARANGAJAO block of DIMA HASAO district of Assam. The school consists of Grades from 1 to 10. The school is Co-educational and it have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. English 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 8 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 1 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 13 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Vivekananda Vidyalaya MES: A Comprehensive Profile of an Assam School

Vivekananda Vidyalaya MES, a private co-educational school located in the urban area of Harangajao, Dima Hasao district, Assam, has been providing education since its establishment in 1994. The school, managed privately and unaided, offers a comprehensive curriculum spanning from Class 1 to Class 10, with an attached pre-primary section catering to younger learners. Instruction is delivered primarily in English, ensuring a strong foundation in the language. The school’s commitment to accessibility is evidenced by the provision of ramps for disabled children.

The school infrastructure comprises eight well-maintained classrooms dedicated to teaching, supplemented by two additional rooms for various non-teaching activities. A dedicated room is also available for administrative purposes. While the school lacks a boundary wall and an electricity connection, it does benefit from access to tap water for drinking purposes. The absence of a playground and library is noteworthy, indicating areas for potential future development. However, the presence of 13 functional computers suggests a commitment to integrating technology into the learning process, albeit without a dedicated computer-aided learning lab.

The teaching staff consists of a dedicated team of seven educators—three male and four female teachers, along with one pre-primary teacher. The school’s commitment to academic excellence is highlighted by the fact that it follows the State Board curriculum for Class 10 and an “Others” board for higher secondary education. While the school does not offer midday meals, its focus remains firmly on quality education. The school operates within a clear structure; it does not function as a shift school and doesn’t house students on-site.

The school’s geographic location ensures year-round accessibility via an all-weather road. The academic year commences in April, mirroring the broader academic calendar in the region. The school’s single girls’ toilet underscores the need for further infrastructure improvements to meet the needs of its growing student population. This aligns with the school’s overall profile, showcasing areas of strength and those requiring further development.

The availability of 13 computers, despite the absence of a dedicated computer lab, shows a proactive approach to technology integration. This could be interpreted as a strategic step towards future enhancements in technological resources and infrastructure. The emphasis on English as the medium of instruction suggests a commitment to providing students with skills relevant for future opportunities.

The school’s private and unaided nature highlights its independence and reliance on its own resources. This could impact its ability to invest in certain areas, such as building a library or playground, which could be addressed through fund-raising efforts or partnerships. The lack of a boundary wall also raises questions about the security aspects of the school campus.

The establishment year of 1994 reflects a significant history of providing education within the community. Over the years, the school has likely played a crucial role in shaping the educational landscape of Harangajao. Understanding the school’s history provides context for its current status and potential future developments.

The data clearly shows Vivekananda Vidyalaya MES is a functioning educational institution. Its strengths lie in its committed teaching staff and location; however, areas for improvement include infrastructure and resource allocation. Future growth could focus on building a library, playground, boundary wall and expanding sanitation facilities.

The school’s commitment to providing education despite certain infrastructural limitations highlights its dedication to the community it serves. By addressing the identified areas for improvement, the school can further enhance its educational offerings and create a more conducive learning environment for its students.

In conclusion, Vivekananda Vidyalaya MES stands as a testament to the perseverance and dedication to education in a potentially challenging environment. Addressing the school’s current limitations can further enhance its capabilities and ensure the continuous provision of quality education for the years to come.