143 NO GANGPAR DHUMKAR MOQTAB

143 NO GANGPAR DHUMKAR MOQTAB was established in 1935 and it is managed by the Department of Education. It is located in Rural area. It is located in HAILAKANDI block of HAILAKANDI district of Assam. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t 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 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 Pucca But Broken boundary wall. The school has 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.

143 No Gangpar Dhumkar Moqtab: A Rural Primary School in Assam, India

143 No Gangpar Dhumkar Moqtab, a government-run primary school, stands as a testament to the enduring commitment to education in rural Assam, India. Established in 1935, this co-educational institution serves students from Class 1 to Class 5, providing foundational education within a rural setting. The school’s location in the Hailakandi district contributes to its significant role in the community, offering vital educational opportunities to children in a geographically dispersed area.

The school’s infrastructure, while functional, reflects its age and the challenges of maintaining facilities in a rural environment. The school building, though government-provided, is described as “Pucca But Broken,” highlighting the need for ongoing maintenance and potential renovations. Despite this, the two existing classrooms are reportedly in good condition, providing adequate space for instruction.

The school’s educational approach utilizes Bengali as the medium of instruction, catering to the local linguistic landscape. The teaching staff comprises two male teachers, dedicated to imparting knowledge and shaping young minds. The school’s management falls under the Department of Education, emphasizing its role within the broader government framework for education. Meals are provided and prepared within the school premises, ensuring that students receive proper nourishment alongside their education.

The school’s facilities include one boys’ toilet and one girls’ toilet, ensuring basic sanitation needs are met. Accessibility for disabled children is facilitated by the presence of ramps. However, certain aspects of the school infrastructure require attention. The absence of a library, playground, and computer-aided learning facilities underscore the need for improvements to enhance the learning environment and provide students with broader educational resources.

While the school’s focus remains on primary education, the absence of a pre-primary section suggests a potential area for expansion to cater to a wider age range. The school’s affiliation with the “Others” board for classes 10th and 10+2 indicates a possible future path for students beyond primary education, offering them pathways to further studies.

The Head Teacher, A. Uddin Mazarbhuiya, plays a crucial role in leading the school’s operations and ensuring the smooth delivery of education. The school’s operational year begins in April, aligning with the regional academic calendar. The school’s location is easily accessible via an all-weather road, simplifying access for both students and staff.

The school’s relatively small size, with only two classrooms and two teachers, illustrates the challenges faced by many rural schools in providing quality education with limited resources. The absence of a computer lab and library indicates areas where investment could significantly improve educational opportunities. However, the presence of functional toilets and ramps demonstrates a commitment to providing a reasonably safe and accessible learning environment.

The lack of a playground presents a missed opportunity for promoting physical activity and social interaction. The absence of computers and a computer-aided learning program further underscores the need for improvements to bring the school’s technology in line with modern educational practices. A library, stocked with books, would also significantly enrich the learning experience for students.

Despite the challenges, 143 No Gangpar Dhumkar Moqtab continues to play a vital role in the community, providing a foundational education to rural children. Its long history and continued operation exemplify the resilience and importance of education in even the most resource-constrained environments.

The school’s story reflects the broader context of education in rural India, highlighting both the successes achieved and the ongoing challenges that need to be addressed to ensure quality education for all. Future development plans, focusing on infrastructure upgrades, provision of additional resources, and teacher training, are crucial to enhance the school’s educational offering and improve the learning experience for the students.