1292. DAKSHIN GUNIAL GURI L.P

1. DAKSHIN GUNIAL GURI L.P was established in 1972 and it is managed by the Department of Education. It is located in Rural area. It is located in RUPSHI 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 a library and has 70 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.

Dakshin Gunial Guri Lower Primary School: A Profile

Dakshin Gunial Guri Lower Primary School (1292. DAKSHIN GUNIAL GURI L.P), established in 1972, serves the rural community of RUPSHI block in BARPETA district, Assam. Managed by the Department of Education, this co-educational institution offers primary education from Class 1 to Class 5, with an attached pre-primary section. Instruction is conducted in Assamese. The school’s infrastructure includes a government building with four classrooms, all in good condition, and additional rooms for non-teaching activities.

The school’s resources include a functional library with 70 books and a playground. Access to drinking water is provided through hand pumps, and separate functional toilets are available for boys and girls. Ramps for disabled children are present, ensuring accessibility for all students. While the school does not currently have electricity or a boundary wall, it provides mid-day meals, prepared on the school premises.

The school’s teaching staff consists of three teachers – two male and one female. The school’s management prioritizes providing a holistic education. The availability of a library and playground signifies a commitment to enriching the learning experience beyond the classroom.

The school’s location in a rural area and its reliance on hand pumps for water highlight the challenges faced in providing quality education in underserved communities. The absence of electricity and a boundary wall represent areas for potential future development and improvement.

The school’s commitment to providing a meal program shows a proactive approach to addressing students’ basic needs. This, coupled with the presence of ramps, signifies an inclusive approach to education.

The school’s academic focus remains on providing a strong foundation in primary education, preparing students for their future academic endeavors. The school’s reliance on Assamese as the medium of instruction reflects a commitment to local linguistic needs.

The relatively small number of teachers underscores the need for continued support and investment in human resources. The absence of computers and computer-aided learning facilities highlights opportunities for technological advancement to enhance the learning experience.

The school’s management structure under the Department of Education suggests a framework for accountability and potential access to additional resources. The commitment to providing mid-day meals helps ensure students are nourished and ready to learn.

Dakshin Gunial Guri L.P School embodies the aspirations of a community striving for quality education. Despite the infrastructural limitations, the school remains dedicated to providing a supportive and inclusive learning environment. Future development initiatives focused on improving infrastructure and access to technology would further enhance its educational capacity.

The school’s existence since 1972 testifies to its enduring role within the community. The ongoing efforts to maintain a functional learning environment underscore the commitment of both the school’s staff and the community it serves. This dedication forms the foundation for continued growth and improvement.