1244 NO. DALU BAGAN PATHSALA

1244 NO. DALU BAGAN PATHSALA was established in 1972 and it is managed by the Department of Education. It is located in Rural area. It is located in SALCHAPRA block of CACHAR 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 6 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.

1244 No. Dalu Bagan Pathsala: A Detailed Look at a Rural Primary School in Assam, India

Nestled in the rural landscape of Assam, India, 1244 No. Dalu Bagan Pathsala stands as a testament to primary education in a remote setting. Established in 1972 under the Department of Education, this co-educational school serves students from Class 1 to Class 5, offering a crucial foundation for their academic journeys. The school’s commitment to education is evident in its dedicated staff, comprising one male teacher and five female teachers, totaling six educators who guide their students toward a brighter future.

The school’s infrastructure, while modest, is functional. Housed in a government building, it boasts six classrooms ensuring a conducive learning environment for its pupils. The presence of separate boys’ and girls’ toilets underscores the school’s dedication to providing a safe and comfortable learning space for all students. The school also provides midday meals, prepared and served on the premises, ensuring that students receive nourishment alongside their education.

Operating as a primary school (Classes 1-5), 1244 No. Dalu Bagan Pathsala uses Bengali as its medium of instruction, catering to the local community’s linguistic needs. The school also features a pre-primary section, recognizing the importance of early childhood education in setting students on a path to success.

Interestingly, the school’s academic affiliations extend beyond the typical primary curriculum. While focusing primarily on primary education, the school mentions affiliation with “Others” for Class 10th and 10+2 boards, suggesting possible linkages with alternative educational pathways or accreditation schemes. Further investigation into these affiliations would provide a more comprehensive understanding of the school’s educational scope.

Accessibility to the school is facilitated by an all-weather road, ensuring that students can reach their classrooms regardless of weather conditions. The school’s rural location underscores its importance in providing access to education in a less-developed area. The school’s commitment to inclusivity is highlighted by the availability of ramps for disabled children, demonstrating a commitment to accommodating diverse learning needs.

While the school lacks certain amenities commonly found in urban schools, such as a boundary wall, electricity, a library, a playground, and computer-aided learning facilities, the dedicated teachers and the provision of essential resources like toilets and midday meals indicate a commitment to providing quality basic education. The absence of these amenities, however, presents opportunities for improvement and potential avenues for funding and community support.

The school’s head teacher, Rekhya Chakraborty, leads a team focused on delivering a robust primary education. Their efforts, despite the resource constraints, play a significant role in shaping the future of the students in this rural community. The school’s commitment to the community is further highlighted by its role in providing a crucial educational foundation in a region where access to quality education might otherwise be limited.

1244 No. Dalu Bagan Pathsala exemplifies the challenges and triumphs of providing education in rural areas. The dedicated teachers, the functional classrooms, and the provision of basic amenities showcase a commitment to nurturing young minds. Further support and development could significantly enhance the school’s capabilities, providing even greater opportunities for the children in its care. This commitment to education, even amidst limitations, makes 1244 No. Dalu Bagan Pathsala a vital institution in the local community.

The school’s information, accessible through various online databases, provides valuable insights into the state of rural education in Assam. This detailed profile offers a valuable resource for researchers, policymakers, and anyone interested in understanding the dynamics of education in developing regions. Further research into similar institutions would provide a broader understanding of the needs and challenges facing rural schools. Data transparency, such as that provided here, is crucial for promoting informed decision-making and supporting efforts to improve education across all regions.