1187 MAZAR MAKHA L.P

1187 MAZAR MAKHA L.P was established in 1963 and it is managed by the Department of Education. It is located in Rural area. It is located in JALAH block of BAKSA 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 1 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 Others 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 0 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 140 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.

1187 Mazar Makha L.P School: A Profile

Nestled in the rural heart of Assam, India, 1187 Mazar Makha L.P School stands as a beacon of primary education. Established in 1963 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, with a notable pre-primary section catering to younger learners. The school’s commitment to providing a foundational education is evident in its dedicated staff and available resources.

The school’s infrastructure includes a government-provided building, housing a single classroom ensuring a conducive learning environment. While lacking a playground, the school boasts a library stocked with 140 books, fostering a love for reading and knowledge acquisition among its students. Hand pumps provide a reliable source of drinking water, meeting the essential needs of the students and staff. Importantly, ramps are in place to ensure accessibility for students with disabilities.

The teaching staff comprises three male teachers, imparting knowledge in Assamese, the school’s primary language of instruction. The school operates on a conventional academic calendar, beginning its session in April. Meals are provided and prepared on the school premises, guaranteeing that students receive nutritious meals to support their learning. The school’s management emphasizes its commitment to providing a comprehensive and supportive educational experience.

The school’s rural location adds a unique perspective to its operations. The school’s government-built structure reflects the investment in education within the region. The availability of a functional library with a considerable collection of books demonstrates a commitment to scholastic enrichment beyond the basic curriculum. The absence of electricity underscores the ongoing infrastructural challenges faced in remote areas, highlighting the need for continued development.

The presence of a single classroom reflects the resource constraints experienced in many rural schools. However, the school’s focus on providing a supportive and accessible learning environment compensates, ensuring that all students can participate fully. The presence of only male teachers warrants attention; it suggests the need to encourage increased female participation in the teaching profession within the area.

The school’s commitment to providing meals on-site is commendable, addressing a crucial aspect of student well-being. This ensures students receive nourishment, impacting their ability to focus on their studies and overall health. The provision of drinking water through hand pumps reflects the need for sustainable and accessible water solutions in rural communities.

The school’s management under the Department of Education underscores the government’s role in providing access to basic education. The school’s co-educational nature reflects a commitment to inclusivity, ensuring equitable educational opportunities for both boys and girls. The pre-primary section signifies an acknowledgement of the importance of early childhood education in setting the foundation for future academic success.

Despite the challenges of its rural setting, 1187 Mazar Makha L.P School remains dedicated to its mission of providing quality education. The school’s limited resources are carefully managed to ensure that all students have access to a supportive and engaging learning environment. The presence of ramps for students with disabilities emphasizes a broader commitment to inclusivity and accessibility.

The absence of computer-aided learning facilities highlights the disparity between resource-rich and resource-poor educational settings. However, the school’s strength lies in the dedication of its teachers, the provision of essential resources, and its commitment to providing a solid foundational education for the community it serves.

In conclusion, 1187 Mazar Makha L.P School exemplifies the perseverance of rural education in India. The school’s commitment to basic education, despite its resource constraints, remains exemplary. It stands as a testament to the dedication of its staff and the broader community’s commitment to ensuring that all children have access to a foundational education, setting the stage for a brighter future.