1228NO. UKAING HAYANG

1228NO. UKAING HAYANG was established in 1983 and it is managed by the Department of Education. It is located in Rural area. It is located in R.K NAGAR block of KARIMGANJ 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. Bengali 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 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 a library and has 33 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.

1228NO. UKAING HAYANG Primary School: A Detailed Profile

1228NO. UKAING HAYANG is a primary school located in the rural R.K NAGAR block of KARIMGANJ district, Assam, India. Established in 1983, this co-educational institution falls under the Department of Education’s management and offers classes from 1 to 5. The school operates within a government building, providing a single classroom for instruction and additional rooms for non-teaching activities. Despite its modest size, the school boasts a library containing 33 books, a crucial resource for its students.

The school’s educational approach emphasizes Bengali as the primary language of instruction. Both male and female teachers contribute to the learning environment, fostering a balanced educational experience for the students. A noteworthy aspect is the inclusion of a pre-primary section, catering to the youngest learners in the community. Furthermore, the school diligently provides midday meals, prepared and served on the school premises, ensuring students have access to nutritious food during their studies.

The school’s infrastructure, while basic, includes separate boys’ and girls’ toilets, indicating a commitment to providing essential facilities. The lack of a boundary wall and electricity connection, however, presents challenges that the school may need to address for the optimal safety and functionality of the educational environment. The absence of a playground might also limit extracurricular activities that promote physical development and play-based learning.

The library, though small, plays a significant role in the school’s educational offerings. The 33 books available provide access to reading materials and knowledge beyond the regular curriculum. The absence of computers and computer-aided learning facilities highlights the need for technological upgrades to enhance the learning experience and prepare students for the digital age. This limitation is particularly relevant given the increasing importance of technology in education.

The school’s commitment to education is evident in its provision of a pre-primary section and its dedication to providing midday meals. The school’s rural location presents unique logistical challenges, and addressing infrastructure limitations such as the lack of electricity and a boundary wall would significantly enhance its overall learning environment. Despite these challenges, the school persists in its vital role of providing primary education to the children in its community.

While the school’s academic focus is primarily on Bengali instruction, it serves as a cornerstone of primary education in the area. The inclusion of both male and female teachers reflects a diverse teaching staff that can meet diverse needs of students. The provision of a pre-primary section underscores the school’s commitment to fostering early childhood development and creating a nurturing environment for young learners.

Furthermore, the school’s reliance on a government building highlights the importance of public investment in education and the need for sustained support to improve facilities and resources. The absence of computer labs presents an opportunity for future development to align with modern educational standards and prepare students for the demands of the 21st century.

The school’s location in a rural area underscores the significance of its role in bridging educational gaps and providing access to quality education for children in underserved communities. Efforts to address the existing infrastructural challenges would significantly improve the learning environment and contribute to better educational outcomes for the students.

The absence of ramps for disabled children highlights the need for greater inclusivity in the school’s design and infrastructure. Making the necessary adjustments would allow the school to serve all children within the community regardless of physical limitations.

In conclusion, 1228NO. UKAING HAYANG Primary School plays a vital role in the education of children in its rural community. While there are areas for improvement regarding infrastructure and technological resources, the school’s commitment to providing a foundational education is evident. Continued support and investment will be crucial to ensure the school can continue to serve its students effectively and enhance the quality of learning experiences for all.