140 NO URAMARI AP

140 NO URAMARI AP was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in MANKACHAR block of DHUBRI 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 2 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 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.

140 No Uramari AP Primary School: A Profile

140 No Uramari AP, a government-run primary school nestled in the rural heart of Mankachar block, Dhubri district, Assam, offers a glimpse into the educational landscape of a rural Indian community. Established in 2004 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, also including a pre-primary section. Its accessibility via an all-weather road ensures that students can attend regardless of weather conditions. The academic year commences in April, following the standard academic calendar.

The school’s infrastructure comprises a government building featuring two well-maintained classrooms dedicated to instruction. These are supplemented by additional rooms for non-teaching activities and a separate space for the school’s teachers. While the school boasts a playground for recreational activities, it currently lacks a library and a boundary wall. The absence of electricity and computer-aided learning facilities highlights areas where improvements could significantly enhance the learning environment.

Despite these infrastructural limitations, 140 No Uramari AP provides essential facilities. The school offers readily accessible hand pumps for drinking water, ensuring the students’ hydration needs are met. Separate functional toilets are available for boys and girls, prioritizing sanitation and hygiene. The school’s commitment to students’ well-being is further evident in its provision of mid-day meals, prepared and served within the school premises.

The teaching staff consists of two male teachers, dedicated to providing quality education in Assamese, the school’s medium of instruction. The school’s curriculum adheres to standards set by “Others” boards for classes 10 and 10+2. The absence of female teachers presents an opportunity for expanding the teaching staff to offer a more diverse learning environment.

Accessibility for differently-abled students is supported by the presence of ramps, ensuring that all students can access the classrooms. However, the lack of computers and a computer-aided learning lab represents a significant gap in the school’s resources. The integration of technology into the curriculum could significantly improve the quality of education.

The school’s location in a rural setting presents unique challenges and opportunities. Addressing the lack of electricity and computer facilities could bridge the digital divide, enhancing the students’ exposure to modern educational tools and resources. Similarly, establishing a school library would enrich the learning experience by providing access to a wider range of learning materials.

The absence of a boundary wall raises safety concerns, which could be addressed through infrastructural improvements. Investing in a robust boundary wall could ensure the safety and security of the students and staff. Further, the school’s dependence on hand pumps for drinking water could be complemented by alternative water sources to ensure consistent and reliable access to clean water.

In summary, 140 No Uramari AP serves as a vital educational hub in a rural community. While the school fulfills its core function of providing primary education, targeted infrastructural improvements and resource allocation could significantly enhance the learning environment and equip students with the skills and knowledge needed to thrive.

The school’s dedicated teachers play a crucial role in providing quality education, and their efforts demonstrate a commitment to the students’ well-being. However, the school’s success hinges on collaboration between the administration, local community, and external support to address the identified infrastructural gaps and ensure that the students receive the best possible education.

Looking forward, the school’s future growth depends on the implementation of strategies to overcome its current limitations. The incorporation of technology, expansion of library resources, and improvements in infrastructure will be key factors in enhancing the overall quality of education provided at 140 No Uramari AP. This investment will not only benefit the students but also contribute to the overall development of the community.