1311 NO BAGHADARIGRAM LPS

1311 NO BAGHADARIGRAM LPS was established in 1974 and it is managed by the Department of Education. It is located in Rural area. It is located in SONAI 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 3 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 42 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.

1311 NO BAGHADARIGRAM LPS: A Comprehensive Profile of a Rural Primary School in Assam, India

Nestled in the rural heartland of Assam, India, 1311 NO BAGHADARIGRAM LPS stands as a testament to the commitment to primary education. Established in 1974 under the Department of Education, this co-educational school serves the community of SONAI block in CACHAR district. The school’s academic focus is on primary education, encompassing classes from 1 to 5, with an additional pre-primary section available.

Instruction at 1311 NO BAGHADARIGRAM LPS is primarily conducted in Bengali, catering to the local linguistic needs. The school boasts a dedicated team of three male teachers, headed by MD. AFTAB UDDIN BARBHUIYA, ensuring a focused and supportive learning environment. The school’s infrastructure includes three well-maintained classrooms, providing adequate space for teaching activities. A separate room serves as the headmaster’s office, ensuring efficient school administration.

The school’s commitment to learning extends beyond the classroom. A library houses a collection of 42 books, fostering a love for reading among students. While lacking a playground, the school prioritizes the students’ well-being by providing meals prepared on-site. Accessibility features include ramps for disabled children, ensuring inclusivity in education.

The school operates within a government-provided building. Although lacking electricity and a boundary wall, the school’s facilities include functional boys’ and girls’ toilets, highlighting the institution’s focus on hygiene and sanitation. The lack of electricity, however, signifies a potential area for improvement in the school’s infrastructure. The absence of a boundary wall also raises concerns about the safety and security of the school premises.

The school’s management adheres to the “Others” board for both class 10 and 10+2 examinations, signifying a unique educational pathway tailored to the local curriculum and requirements. The “Others” board categorization highlights the need for further context on the specifics of the school’s academic standards and certifications.

Despite the absence of computer-aided learning and computers, the school’s focus on providing a foundational education remains central to its mission. This presents an opportunity for future development, allowing the school to enhance its teaching methods and resources through the integration of technology.

The school’s location in a rural area presents unique challenges and opportunities. While access to resources might be limited, the school’s strong community ties could be leveraged to foster greater engagement and support. The school’s commitment to providing a well-rounded education, coupled with its efforts to ensure inclusivity and a safe environment, positions it as a vital component of the local community.

Further development in areas such as electricity provision, boundary wall construction, and the incorporation of technology could significantly enhance the learning experience. However, the school’s strong foundation in providing fundamental primary education, combined with its dedicated teachers, signifies its unwavering dedication to student success.

The school’s long-standing history, coupled with its proactive approach to addressing the needs of its students, positions 1311 NO BAGHADARIGRAM LPS as a key educational institution within its community. Continued support and resource allocation will be crucial to its ongoing success in nurturing young minds and shaping their future. The school serves as a model for rural primary education, emphasizing the importance of basic educational access and the commitment of its educators.

The data presented illustrates the current state of the school, presenting both strengths and areas for potential development. The school’s successes in providing basic education should be recognized, while acknowledging the need for ongoing improvements to its infrastructure and resources will allow it to better serve its students and community. This data provides valuable insights into the realities and opportunities facing rural education in Assam, highlighting the need for continuous investment and support to ensure quality education for all children.