1065 GARALA SUTI L.P.

1065 GARALA SUTI L.P. was established in 1962 and it is managed by the Department of Education. It is located in Rural area. It is located in MONDIA block of BARPETA 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 4 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 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.

1065 Garala Suti Lower Primary School: A Profile

1065 Garala Suti Lower Primary School, a government-run institution located in the rural Mondai block of Barpeta district, Assam, has served the community since its establishment in 1962. Managed by the Department of Education, this co-educational school offers primary education from Class 1 to Class 5, with an attached pre-primary section. Instruction is primarily conducted in Assamese. The school’s accessibility is enhanced by its location along an all-weather road, ensuring consistent access for students throughout the year. The academic session commences in April, following the standard academic calendar.

The school’s infrastructure comprises a government-owned building equipped with four classrooms, all in good condition. These classrooms are complemented by two additional rooms used for non-teaching purposes, as well as a dedicated room for the head teacher. While the school boasts a playground, a key aspect of student development, a boundary wall is currently absent. Electricity is available but remains non-functional, presenting a challenge for the school’s operations. However, the school’s provision of hand pumps ensures access to clean drinking water for students and staff.

Sanitation facilities include one functional boys’ toilet and one functional girls’ toilet, addressing a crucial aspect of hygiene and health within the school environment. Furthermore, ramps for disabled children are in place, fostering inclusivity and accessibility for all students. The school, however, lacks computer facilities and a computer-aided learning lab, highlighting a potential area for future development and improvement in educational technology.

The school’s staffing includes a dedicated head teacher, Khittish Choudhury, along with three male teachers and two female teachers, providing a total teaching staff of five. The school also provides mid-day meals, prepared and served on the premises, ensuring nutritional support for its students. The absence of a library and the lack of books further indicate the need for improvements and resource allocation in these critical areas.

Despite lacking a boundary wall and functional electricity, the school’s commitment to education remains evident in its provision of basic necessities like clean drinking water and sanitary facilities. The presence of a dedicated head teacher and a sufficient teaching staff underscores the school’s commitment to providing quality primary education to the community.

The absence of a library and computer facilities represent areas where improvements would significantly enhance the learning environment. The school’s reliance on hand pumps for drinking water, while functional, could benefit from exploring alternative, more sustainable water sources. Modernizing the school’s facilities and adding resources would greatly benefit the students and further improve the educational experience.

Future development plans should prioritize addressing the lack of a boundary wall for improved security, upgrading the electrical system for reliable power, establishing a library with a comprehensive collection of books, and integrating technology through a computer-aided learning lab. These improvements would significantly enhance the overall learning experience and educational opportunities offered by 1065 Garala Suti Lower Primary School.

The school’s success hinges on the continued support of the community, government agencies, and educational organizations. Strategic investments in infrastructure, resources, and teacher training would bolster the school’s ability to deliver a high-quality education that meets the needs of its students and empowers them for future success.

The dedicated team of educators at 1065 Garala Suti Lower Primary School plays a critical role in shaping young minds and fostering a love of learning in the community. Their commitment to education amidst infrastructural challenges underscores the importance of investing in rural education and improving learning environments.

The school’s establishment in 1962 and its ongoing operation signify its enduring importance to the community it serves. Its contribution to the education and development of countless students over the decades makes it a vital asset to the region. Continued investment and support are essential to ensure its continued success.