PUBPAR HAJO SANSKRIT VIDYALAYA

PUBPAR HAJO SANSKRIT VIDYALAYA: A Rural Secondary School in Assam

PUBPAR HAJO SANSKRIT VIDYALAYA, a co-educational secondary school located in the rural Kamalpur block of Kamrup Rural district, Assam, offers education from classes 9 to 10. Established in 2003, this unrecognised school provides instruction in Assamese and follows the State Board curriculum for class 10. The school's infrastructure is characterized by a private building, though it lacks some essential amenities.

The school's teaching staff comprises four teachers—two male and two female—dedicated to educating its students. The absence of a pre-primary section focuses the school's resources on secondary education. The school operates without a head teacher, and there are no contract teachers employed at present. The school's management is currently classified as unrecognised.

While the school's building is private, it currently lacks classrooms. Despite this, the available spaces are utilized effectively. Notably, the school does not possess a boundary wall, electricity connection, library, playground, or computers for learning. The provision of drinking water is also absent.

The absence of essential facilities such as a library and computers highlights the need for improved infrastructure. The lack of a boundary wall raises concerns about security, while the absence of electricity could impact teaching and learning, particularly during evening hours. Similarly, the absence of a playground limits opportunities for physical activity and recreation for the students.

Although there is one functional girls' toilet available, the absence of boys' toilets poses a significant challenge, highlighting the disparity in facilities and the need for equitable provisions. The school's location in a rural area might present additional challenges in accessing resources and support.

The lack of computer-aided learning and library resources further underscores the need for enhanced educational resources to enhance the learning experience for students. The absence of ramps for disabled children signifies a need for increased accessibility measures within the school's environment.

The school's reliance on the State Board curriculum reflects the commitment to standardized education. However, the unrecognised status might limit access to certain funding and resources that recognised schools routinely benefit from. This highlights a crucial area needing attention to unlock the school's full potential.

Further development of the school's infrastructure and the provision of essential amenities, such as a library, computers, and adequate sanitation facilities, are crucial steps in improving the quality of education. Addressing the lack of a boundary wall would enhance security for students and staff.

Initiatives focused on securing government recognition for the school would improve access to funds for infrastructural development and resource provision. Securing electricity connection would also significantly impact the daily functioning of the school and enhance its appeal to prospective students.

Efforts towards improving the school's facilities and supporting its unrecognised status should be prioritized to ensure that the students receive a quality education with access to resources necessary for academic success. The community and relevant authorities need to work together to address these shortcomings and ensure a conducive learning environment for all.

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.