HULUNGAMARACHARAIPUNG BANUA ME

Hulungamaracharaipung Banua ME School: A Comprehensive Overview

Hulungamaracharaipung Banua ME School, located in the rural SAPEKHATI block of SIBSAGAR district in Assam, India, is a government-run upper primary school catering to students from classes 6 to 8. Established in 1988 under the Department of Education, this co-educational institution plays a vital role in providing education to the local community. The school's commitment to education is evident in its dedicated staff, comprising 5 teachers – 3 male and 2 female – along with a Head Teacher, Dilip Gogoi.

The school's infrastructure includes two well-maintained classrooms, providing a conducive learning environment for its students. The school grounds boast a playground and a library stocked with 50 books, fostering both physical activity and a love for reading. A functional boys' and girls' toilet each ensures basic sanitation facilities for the students. The school is enclosed by hedges, forming a natural boundary. While lacking electricity and computer-aided learning facilities, the presence of a library and playground highlights the school's commitment to a holistic education, even with limited resources.

Instruction at Hulungamaracharaipung Banua ME School is primarily conducted in Assamese, ensuring accessibility for the local population. The school operates under the "Others" board for classes 10 and 10+2, indicating its adherence to a recognized, though perhaps less common, examination board. Meals are provided and prepared on the school premises, addressing a crucial aspect of student well-being. The absence of pre-primary sections indicates a focus on upper primary education. The school is not residential in nature.

The geographical location of the school, accessible by all-weather roads, underlines its convenience for students. The school's commencement of its academic year in April aligns with the prevalent academic calendar in the region. Its rural setting highlights its service to a community often underserved.

The school's infrastructure, though basic, reflects its operational capacity. The availability of separate rooms for non-teaching activities and the Head Teacher showcases an effort to manage school operations effectively. The absence of ramps indicates that accessibility for students with disabilities may be a subject requiring attention and improvement.

The absence of computers and a computer-aided learning lab underscores the need for technological upgrades to enhance the learning experience. However, the presence of a library, playground, and the provision of mid-day meals demonstrates an ongoing commitment to the children's education.

The school's management by the Department of Education ensures a degree of oversight and potential for resource allocation. However, the school’s limited resources highlight a need for additional support in upgrading infrastructure, particularly in technology and accessibility improvements.

Addressing the lack of electricity and computer-aided learning facilities could significantly enhance the learning environment. Further investment in technological resources could bridge the gap between the school and more technologically advanced institutions, providing students with greater opportunities.

The school's dedication to providing basic facilities like toilets and a playground indicates a focus on the holistic well-being of its students. Investing in accessibility improvements, especially ramps, would make the school more inclusive.

In conclusion, Hulungamaracharaipung Banua ME School serves its community by providing essential upper primary education, despite facing challenges related to resource limitations. Continued support and investment in infrastructure and technology would greatly enhance the school's ability to provide a quality education to its students. This would further empower the students and contribute to the growth and development of the surrounding community.

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.