142 NO CHARANGIA BRAHMIN GAON

142 NO CHARANGIA BRAHMIN GAON was established in 1924 and it is managed by the Department of Education. It is located in Rural area. It is located in JORHAT block of JORHAT 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 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 Pucca boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Tap Water 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 55 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.

142 No Charangia Brahmin Gaon: A Profile of a Rural Primary School in Assam

142 No Charangia Brahmin Gaon, a primary school nestled in the rural landscape of Jorhat district, Assam, offers a glimpse into the educational landscape of a typical rural community. Established in 1924, this government-run institution serves students from Class 1 to Class 5, providing a foundational education crucial for their development. The school’s co-educational nature ensures equal opportunities for boys and girls, a vital element in promoting gender equality in education.

The school’s infrastructure, while modest, is functional. The building, constructed of pucca material, houses three classrooms, each designed for effective teaching. The availability of a library with 55 books indicates a commitment to fostering a reading culture among students, enriching their learning beyond the classroom. Cleanliness and hygiene are prioritized, with functional boys’ and girls’ toilets available on the premises. The provision of tap water ensures access to clean drinking water, a fundamental requirement for the health and well-being of students.

The teaching staff comprises two female teachers and one head teacher, Moromi Hazarika, who play a pivotal role in shaping the young minds entrusted to their care. While the school lacks electricity and a playground, the provision of midday meals within the school premises addresses nutritional needs, supporting the overall development of the students. The school’s management falls under the Department of Education, signifying the government’s commitment to providing basic education in rural areas.

Assamese serves as the medium of instruction, connecting the curriculum to the local linguistic context and ensuring comprehension and engagement among the students. The school’s rural location presents unique challenges, but also highlights its crucial role in providing educational opportunities in less accessible areas. The absence of computer-aided learning and computers reflects the need for increased investment in technology in rural schools.

The school’s attached pre-primary section recognizes the significance of early childhood education in shaping a child’s future learning trajectory. This forward-thinking approach emphasizes the importance of providing educational opportunities from the earliest stages. However, the absence of ramps highlights a need for future infrastructural improvements to ensure inclusivity for children with disabilities.

The school’s functioning library, though small, plays a significant role in supplementing the curriculum, providing access to knowledge beyond the textbooks. The lack of a playground, however, suggests a need for the development of outdoor recreational spaces to promote physical activity and social interaction among students.

The school’s academic focus, primary education (grades 1-5), forms the foundation for future educational pursuits. This foundational stage is critical in building a solid academic base, equipping students with essential skills and knowledge. The management by the Department of Education ensures consistent oversight and support, ensuring the school operates within the established educational framework.

The location of the school in a rural setting emphasizes its importance in bridging the educational gap between urban and rural areas, ensuring equal access to quality education. While lacking some resources prevalent in urban settings, the school demonstrates a commitment to providing a basic education that lays a solid foundation for its students’ futures.

The school’s simple yet effective approach to teaching, coupled with its commitment to providing basic facilities, underlines the importance of rural primary education in overall societal development. Further investment in infrastructure and resources will certainly enhance the quality of education provided, allowing the school to further contribute to the community’s progress.

Future development plans could incorporate technology integration, infrastructure improvements for accessibility, and the expansion of extracurricular activities. Such initiatives would not only enrich the learning experience but also ensure the school continues to adapt and thrive in the evolving educational landscape. The school’s success story underscores the pivotal role that even smaller, modestly equipped schools play in shaping the future of rural communities.