HAJO FAKIRTOLA MEM

HAJO FAKIRTOLA MEM: A Comprehensive Overview of an Upper Primary School in Assam, India

HAJO FAKIRTOLA MEM, a government-run upper primary school in Assam, India, stands as a testament to educational commitment in a rural setting. Established in 1983 under the Department of Education, this co-educational institution caters to students from classes 6 to 8, offering a crucial stage of primary education.

Infrastructure and Resources:

The school boasts a functional infrastructure, comprising five classrooms in good condition and additional rooms for non-teaching activities and the headmaster. While lacking a boundary wall, the school benefits from electricity and a reliable supply of drinking water via hand pumps. A playground and a library stocked with 100 books enrich the learning environment. Importantly, ramps are available to ensure accessibility for disabled children. The school also has separate functional boys' and girls' toilets.

Academic Details:

Instruction is imparted in Assamese, with a dedicated team of nine teachers – three male and six female – guiding students. The school follows a curriculum leading to "Others" board examinations for classes 10 and 10+2. While the school doesn't offer a pre-primary section or computer-aided learning, its focus remains firmly on providing quality upper primary education. The school also receives midday meals, though they are not prepared on-site.

School Leadership and Management:

Mr. SYED ABDUL HASIM leads the school as head teacher. The efficient management ensures the smooth functioning of the institution, consistently delivering education to its students.

Accessibility and Location:

Located in the HAJO block of the KAMRUP RURAL district, HAJO FAKIRTOLA MEM is easily accessible via an all-weather road. Its rural setting reflects its commitment to providing education to students in underserved communities.

Unique Features and Strengths:

The school’s dedication to providing a supportive learning environment is evident in its provision of accessible facilities, including ramps and separate toilets. Its commitment to education within a rural context highlights its importance to the community. The presence of a library, albeit small, showcases the importance placed on providing students with access to reading resources.

Challenges and Future Prospects:

The absence of computer-aided learning represents a potential area for development. The introduction of technology into the classroom could significantly enhance the learning experience. Securing funding for infrastructure improvements, such as constructing a boundary wall and expanding the library, would further improve the school's facilities.

Community Engagement and Support:

The continued success of HAJO FAKIRTOLA MEM depends on the support of the local community, parents, and government stakeholders. Community involvement can play a vital role in ensuring the school’s future development and sustainability.

Conclusion:

HAJO FAKIRTOLA MEM, despite its limitations, remains a vital educational institution serving a rural community. Its dedicated teachers, accessible facilities, and commitment to providing quality education contribute to its overall value and impact on the lives of its students. Further improvements and community support can ensure this school continues to flourish. The school's success demonstrates the power of accessible and dedicated education in shaping the future of its students and the community it serves.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.