112 NO. THARIGRAMVITA AP

112 NO. THARIGRAMVITA AP was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in GAURIPUR 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 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 Under Construction 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 20 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.

112 No. Tharigramvita AP School: A Profile

112 No. Tharigramvita AP, a government primary school located in the rural heart of Assam, India, offers a glimpse into the educational landscape of a developing region. Established in 2004 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, providing a foundational education within its four well-maintained classrooms. The school’s instruction is conducted in Assamese, reflecting the local linguistic environment. The school year begins in April, aligning with the regional academic calendar.

The school’s infrastructure, while under development in some aspects, includes a functional playground and a library stocked with 20 books, fostering both physical activity and a love of reading among students. Hand pumps provide a reliable source of drinking water, ensuring the students’ basic needs are met. Separate, functional toilet facilities for boys and girls ensure a safe and hygienic environment. The school’s commitment to accessibility is evident through the provision of ramps, facilitating access for students with disabilities. The presence of a dedicated room for teachers underscores the importance placed on the teaching staff’s needs.

The school’s teaching staff comprises two male teachers who are dedicated to educating the students. Meals are provided and prepared on the premises, addressing the nutritional requirements of the children. The school building itself is a testament to the ongoing development efforts. While the boundary wall remains under construction, the existence of the building is a significant marker of progress and indicates a continuous investment in providing a conducive learning environment.

While the school currently lacks electricity and computer-aided learning facilities, its dedication to providing a basic education remains unwavering. The absence of these modern amenities underscores the challenges faced in rural areas, highlighting the need for further investment in educational infrastructure to bridge the digital divide. The school’s rural location also presents unique challenges regarding resource availability, but this school perseveres in its important task.

The lack of a pre-primary section indicates the school primarily focuses on elementary education. The school’s adherence to the Others board for classes 10 and 10+2 suggests a flexible approach to curriculum adaptation, perhaps indicative of the unique challenges and opportunities presented by the rural setting. The school’s management by the Department of Education reflects a commitment from the government to provide basic education to underserved areas.

The school’s location in the Gauripur block of Dhubri district, Assam, places it within a specific geographic and socio-economic context. The school’s progress and challenges mirror the broader developmental issues facing rural education in India. Further investment in infrastructure, technological resources, and teacher training would significantly enhance the school’s ability to provide quality education.

Despite the existing challenges, 112 No. Tharigramvita AP stands as a testament to the unwavering commitment to providing primary education in rural areas. The school plays a vital role in the community’s development, providing not only an education but also a safe and nurturing space for its students.

The school’s future growth and development depend heavily on continued support from the government, local communities, and NGOs. Focusing on improvements to infrastructure, digital integration, and teacher training will significantly enhance the educational experience for the students and contribute to a brighter future for the community. The presence of a library, however small, signifies a commitment to fostering a love of learning, which should be nurtured and expanded.

The readily available drinking water and sanitary facilities illustrate a focus on the students’ well-being, highlighting the multifaceted nature of providing a complete educational environment. Such crucial provisions are foundational to ensuring the students can focus on their studies and fully engage in the educational process.

Ultimately, 112 No. Tharigramvita AP represents a microcosm of the challenges and successes inherent in providing quality education in a rural setting. It serves as a reminder of the importance of continuous investment and support for educational initiatives, especially in areas where resources may be limited. The dedication of its teachers and the resilience of the students underscore the essential role of education in fostering development and progress.