037 NO SIALTARI AP

037 NO SIALTARI AP was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in MANKACHAR block of DHUBRI district of Assam. The school consists of Grades from 1 to 5. 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. Assamese 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 2 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 Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

037 NO SIALTARI AP: A Detailed Profile of a Rural Primary School in Assam

037 NO SIALTARI AP, a government-run primary school located in the rural area of Mankachar block, Dhubri district, Assam, offers a glimpse into the educational landscape of a typical rural community. Established in 2004 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, providing a foundational education in Assamese.

The school’s infrastructure, while modest, serves its purpose effectively. Housed in a government building, it comprises two well-maintained classrooms and additional space for non-teaching activities, including a dedicated room for the head teacher. A playground and a library, although currently lacking books, provide essential recreational and learning support spaces. The school also boasts hand pumps as its reliable source of drinking water, ensuring access to this vital resource for its students and staff.

Sanitary facilities are adequately provided, with one functional toilet each for boys and girls. Importantly, the school is equipped with ramps, ensuring accessibility for disabled children. The school operates without electricity, however, this does not hamper the school’s ability to provide a quality education. The lack of a boundary wall is also noted, but does not appear to impede the school’s daily operations.

The teaching staff consists of two male teachers and a head teacher, Faruk Ahmed, who are dedicated to delivering quality instruction. The school functions as a solely primary school (Grades 1-5) and provides mid-day meals prepared on the school premises. The school does not offer pre-primary education and does not have any computer-aided learning facilities.

The school’s location and accessibility are key factors influencing its operation. The school’s rural setting presents unique challenges, but also offers a close-knit community environment. It is conveniently accessible via all-weather roads, ensuring consistent attendance. The academic year at 037 NO SIALTARI AP follows the standard schedule, commencing in April.

While the school’s resource limitations are apparent, the dedication of its staff and the fundamental infrastructure in place highlight the efforts made to provide education in a rural setting. The lack of computers, a computer lab and an extensive library collection presents opportunities for future development and improvement.

The school’s management, under the Department of Education, plays a crucial role in its continued operation and potential growth. The school’s commitment to providing mid-day meals showcases a proactive approach to addressing the needs of its students, ensuring they receive proper nourishment alongside their education.

The absence of female teachers and pre-primary section are areas that could benefit from further consideration and development. The inclusion of female teachers would provide a more balanced learning environment and potentially increase the participation of girls in education. Expanding to include a pre-primary section could offer a crucial stepping stone for early childhood development.

This detailed profile of 037 NO SIALTARI AP highlights both its strengths and areas for improvement. While it successfully delivers primary education in a challenging rural context, there is significant scope for growth and development to better equip students for future academic success.

The school’s location in the Mankachar block of the Dhubri district positions it within a specific geographic and socio-economic context which greatly influences its resources and operational challenges. Addressing these challenges could involve increased government support and community engagement to further enhance its educational services. Further exploration of the school’s unique circumstances can provide valuable insights into educational provision in similar contexts across the region.