144 NO CHARBARI PT-II AP

144 NO CHARBARI PT-II 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 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. 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 a 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.

144 No Charbari PT-II AP: A Comprehensive Overview of a Rural Primary School in Assam

144 No Charbari PT-II AP, a government-run primary school, serves the rural community of Mankachar block in Dhubri district, Assam. Established in 2004 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, offering a foundational education. The school’s primary instruction medium is Assamese, reflecting the local linguistic landscape. Its manageable size comprises two classrooms, ensuring a relatively intimate learning environment for its students.

The school’s infrastructure, while basic, includes essential amenities. A functional boys’ and girls’ toilet are available, promoting hygiene and sanitation. The presence of a playground provides crucial space for physical activity and recreation, complementing the academic curriculum. Importantly, a library exists, though currently without books, indicating potential for future development and expansion. Access to clean drinking water is ensured through hand pumps, a vital feature in a rural setting. The school’s accessibility is further enhanced by ramps for disabled children, highlighting an inclusive approach to education. The school building itself is a government facility, providing a stable structure for the learning process.

The school’s operational aspects are noteworthy. The school is managed by a head teacher, Abul Kashem Ali, and has two male teachers. A mid-day meal program is in place, providing essential nutrition to the students and ensuring their overall well-being. This vital support system acknowledges the socioeconomic realities of the community. The school does not operate as a residential facility and lacks computer-aided learning facilities and electricity, presenting opportunities for technological upgrades in the future. The school’s location and weather-accessible roads ensure that students can attend classes throughout the year.

The absence of a boundary wall is a notable aspect of the school’s infrastructure. While it might not currently pose a significant challenge, there could be potential benefits to establishing a boundary wall for security purposes. The absence of computers and a computer-aided learning lab is also worth noting; integrating technology into the educational process could significantly enhance the learning experience.

The school’s curriculum adheres to a primary-only focus (classes 1-5), providing a solid foundation in literacy and numeracy. While currently without female teachers, the school benefits from strong leadership, with a dedicated head teacher and supportive teaching staff. The school’s academic approach follows the others board for both class 10 and 10+2. However, the curriculum’s details remain limited, calling for further research into the specific subjects and teaching methodologies employed.

The school plays a vital role in the educational development of the rural community. The accessibility, functional basic amenities, and mid-day meal program contribute to its effectiveness in fostering literacy and numeracy among the children of the region. The school’s success relies on continuous improvements and the community’s active involvement.

In summary, 144 No Charbari PT-II AP represents a cornerstone of primary education in a rural area of Assam. While challenges remain in terms of infrastructure and resource allocation, the school’s commitment to providing basic education is evident. Future development could focus on infrastructure improvements, technological integration, and expanding the library resources to enhance the quality of education offered.

The school’s dedication to providing a fundamental education, despite its resource constraints, underscores the importance of accessible, quality education in rural communities. The school serves as a model of community-driven efforts in promoting educational opportunities, highlighting the resilience and commitment to learning among both the students and staff. The available data provides a starting point for further exploration of the school’s operations, curriculum, and future development plans.

Further information regarding the specific learning outcomes, teaching practices, and future plans of 144 No Charbari PT-II AP would enrich our understanding of its contributions to the local community. This detailed account, however, offers a comprehensive overview of this vital educational institution in rural Assam.