1 NO. BORGHULI LP

1 NO. BORGHULI LP was established in 1994 and it is managed by the Department of Education. It is located in Rural area. It is located in KALIABOR block of NAGAON 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 Dilapidated 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 None 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 no 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.

1 No. Borghuli Lower Primary School: A Detailed Profile

1 No. Borghuli Lower Primary School, located in the rural KALIABOR block of NAGAON district in Assam, India, stands as a testament to the dedication to education in even the most remote areas. Established in 1994 under the Department of Education, this co-educational institution provides primary education (classes 1-5) to the local community. The school’s commitment to learning is evident in its dedicated team of three male teachers, who strive to provide a quality education despite the challenges faced.

The school building itself is described as dilapidated, highlighting the need for infrastructural improvements. However, despite the condition of the building, the school functions effectively with two classrooms in good condition. The school’s lack of a boundary wall, electricity, and a library underscores the resource constraints it faces. The absence of a playground further limits extracurricular opportunities for students.

While the school lacks some basic amenities, it does provide a crucial service to the community. The provision of mid-day meals, prepared on-site, ensures that students receive proper nutrition, a vital component of their overall well-being and educational success. The school also has separate functional toilet facilities for boys and girls, essential for maintaining hygiene and a conducive learning environment.

The school’s instruction medium is Assamese, reflecting its commitment to local language and cultural preservation. This approach fosters inclusivity and ensures that students receive education in a language they understand, making learning more effective and engaging. The head teacher, S. Ahmed, plays a crucial role in leading the school and navigating the various challenges associated with operating in a resource-constrained setting.

The absence of computers and a computer-aided learning lab limits the school’s access to modern teaching techniques. Similarly, the lack of a library hinders the students’ access to supplementary reading materials, crucial for fostering a love of reading and broadening their horizons. These limitations underscore the need for increased investment in educational resources to equip the school for the 21st century.

Despite the lack of a pre-primary section, the school focuses on providing quality primary education to its students. It stands as a valuable asset to the community, offering a path to education for children in a rural area. The school’s dedication to education shines through despite the challenges of a dilapidated building and limited resources.

The school’s location in a rural area presents unique geographical challenges, yet the commitment of the teachers remains steadfast. The fact that the school is accessible by an all-weather road is a significant advantage, ensuring that students can attend school irrespective of weather conditions. This accessibility is critical for ensuring regular attendance and consistent learning.

The school’s management by the Department of Education indicates a degree of government support, but the current state of the infrastructure suggests that further investment is crucial. This includes addressing the dilapidated building, providing electricity, constructing a boundary wall, and equipping the school with essential resources like computers and a library.

Addressing the identified needs would substantially enhance the educational experience for the students. A well-equipped school with modern resources can provide a more stimulating learning environment, preparing students better for future academic pursuits and opportunities. Further investment in education in rural areas is a key factor in the overall development of the community.

In conclusion, 1 No. Borghuli Lower Primary School, despite its challenges, serves as a vital educational hub in its community. The dedication of its teachers and the provision of mid-day meals demonstrate a strong commitment to the students’ well-being. However, infrastructural improvements and additional resources are crucial to enhance the quality of education provided and equip the school to better serve its students for years to come.