043 NO. PUBERGAON-1 AP

043 NO. PUBERGAON-1 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 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 no 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.

043 No. Pubergaon-1 AP: A Rural Primary School in Assam

043 No. Pubergaon-1 AP is a government-run primary school located in the rural area of Mankachar block, Dhubri district, Assam. Established in 2004, this co-educational institution is under the management of the Department of Education and offers classes from the first to the fifth grade. A notable feature is its attached pre-primary section, catering to younger students.

The school’s infrastructure includes a government building with two classrooms, all in good condition. While it lacks a boundary wall and electricity, it does possess a functional library (though currently without books) and separate toilets for boys and girls. The school utilizes hand pumps as its source of drinking water, and importantly, provides ramps for accessibility for disabled children.

The teaching staff consists of one male teacher and one head teacher, MD Nur Nobi Islam, who leads the institution. Assamese serves as the primary language of instruction, ensuring students receive education in their native tongue. The school’s operational schedule aligns with the typical academic calendar, commencing in April.

Meals are provided and prepared within the school premises, ensuring the students’ nutritional needs are met. The school’s rural location signifies its importance in providing educational access to a community that might otherwise lack such opportunities. The absence of computers and computer-aided learning facilities highlights potential areas for future development and improvement.

The school’s management emphasizes providing a basic but functional education to its students. The commitment to providing a pre-primary section demonstrates a forward-thinking approach to early childhood development. The provision of meals underscores the school’s dedication to ensuring that students are nourished and ready to learn.

The absence of a boundary wall presents a potential area for improvement, particularly regarding the school’s security and safety. While the lack of electricity is a challenge, the school remains committed to providing quality education within its current limitations. The presence of functional toilets and accessible ramps demonstrates a commitment to inclusivity and hygiene.

The school’s reliance on hand pumps for drinking water highlights the importance of ensuring access to safe and reliable water sources. Despite the limited resources, the school provides essential educational services to the local community. The existing library, although currently without books, represents a commitment to fostering a love of reading and learning.

Improvements in infrastructure, such as the addition of electricity, computers, and an expanded library collection, could significantly enhance the quality of education provided. Furthermore, additional teaching staff could allow for smaller class sizes and more individualized attention.

The school’s success relies heavily on the continued dedication of its teachers and the support of the community. Community engagement initiatives could help secure additional resources and improve the school’s facilities. The commitment to providing a quality education despite limited resources is commendable.

In conclusion, 043 No. Pubergaon-1 AP serves as a vital educational institution in its rural community. While facing infrastructural challenges, its commitment to education and inclusivity shines through. Future development and support could further enhance the learning experience for its students.