1499.PACHIM KAUR PARA L.P

1499.PACHIM KAUR PARA L.P was established in 1977 and it is managed by the Department of Education. It is located in Rural area. It is located in JALAH block of BAKSA 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 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 2 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.

1499. Pachim Kaur Para L.P School: A Rural Primary School in Assam

1. Pachim Kaur Para Lower Primary School, a government-run institution, serves the rural community of Jalah block in Baksa district, Assam. Established in 1977 under the Department of Education, this co-educational school provides primary education (classes 1-5) with an additional pre-primary section. The school’s commitment to education is evident in its dedicated team of four teachers – two male and two female – who strive to provide quality instruction. Assamese serves as the primary language of instruction.

The school’s infrastructure includes three well-maintained classrooms suitable for teaching. In addition to these, there are two other rooms designated for non-teaching activities, and a separate office for the school’s administrative staff. The school’s location offers accessibility via an all-weather road, ensuring students can attend regardless of weather conditions. The academic year commences in April, aligning with the regional academic calendar.

A key feature enhancing the students’ learning experience is the presence of a playground, fostering physical activity and recreation during breaks. While the school currently lacks a library, the provision of hand pumps ensures a reliable source of clean drinking water for all students and staff. The school prioritizes inclusivity, featuring ramps for disabled children, ensuring ease of access to classrooms. The school’s meal program plays a crucial role in addressing the nutritional needs of the students by providing mid-day meals prepared on the school premises.

The school’s infrastructure demonstrates a focus on the essential requirements for effective teaching and learning. The lack of electricity and a boundary wall presents ongoing challenges, but the provision of separate boys and girls toilets demonstrates commitment to the students’ well-being and hygiene.

The school’s commitment to providing a holistic learning environment is exemplified by its dedicated teachers, accessible location, and the inclusion of a playground, despite the lack of a library or computer-aided learning facilities. These elements contribute to creating a positive and supportive educational space for the students.

The school administration’s focus on providing a safe and conducive environment is underscored by the presence of ramps for disabled students and functional toilets for boys and girls. This careful consideration of the students’ diverse needs illustrates a commitment to inclusive education and equal access for all.

Looking forward, the school could potentially benefit from additional resources and infrastructural improvements. The addition of a library with educational books would significantly enrich the learning experience, and the installation of electricity would enhance the overall functionality of the school. Likewise, computer-aided learning initiatives could further modernize the educational practices.

Despite its resource limitations, 1499. Pachim Kaur Para L.P School stands as a testament to the importance of education in a rural setting. The school’s commitment to providing primary education in Assamese, coupled with its efforts to maintain a safe and supportive learning environment, plays a crucial role in shaping the future of its students.

The school’s rural location highlights the need for sustained support and development. Continued investment in infrastructure and resources is essential to equip the school for future challenges and enhance the quality of education provided.

The dedication of the teachers and the school’s commitment to inclusive practices are valuable assets that contribute to the overall success of 1499. Pachim Kaur Para L.P School. The school’s story reflects the importance of even modest educational facilities in shaping the lives and future prospects of children in rural areas.