152 NO MONDALPARA AP

152 NO MONDALPARA 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.

152 NO MONDALPARA AP: A Comprehensive Profile of a Rural Primary School in Assam, India

152 NO MONDALPARA AP is a government-run primary school located in the rural area of Mankachar block, Dhubri district, Assam, India. Established in 2004 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5. The school’s primary language of instruction is Assamese, and it operates within a readily accessible location. Its academic year commences in April, following the standard Indian school calendar.

The school infrastructure comprises a government-provided building with two well-maintained classrooms dedicated to teaching. Additional rooms support non-teaching activities and provide a dedicated space for the head teacher. While the school boasts a playground and a library, the latter currently lacks books. The school prioritizes the well-being of its students, providing functional boys’ and girls’ toilets and a reliable source of drinking water via hand pumps. Accessibility features are also in place, with ramps ensuring inclusivity for students with disabilities.

The school’s teaching staff consists of four male teachers and a head teacher, MD ANOWARUL ISLAM, providing a student-teacher ratio conducive to effective learning. The school operates as a day school; it does not offer residential facilities. Importantly, the school provides mid-day meals prepared and served on its premises, addressing nutritional needs and promoting regular attendance.

The absence of a boundary wall and lack of electricity are notable aspects requiring attention for enhanced security and improved learning environments. Similarly, the absence of computer-aided learning resources highlights a need for technological advancements to enhance the educational experience for students.

The school’s management falls under the Department of Education, suggesting a commitment to providing quality education to the rural community it serves. The absence of pre-primary sections implies a focus on primary education, providing a strong foundation for students to build upon. This structure enables a structured approach to learning, ensuring a smooth transition into higher grades.

The school’s status as a “primary only” institution points to a specific educational focus and serves the local community’s needs at this particular level. This specialization allows teachers to concentrate their efforts on providing strong foundational skills.

The school operates under the “Others” board classification for both Class 10 and Class 10+2 levels, indicating a unique educational pathway or affiliation which warrants further clarification for a complete understanding of its curriculum and examination structures.

The absence of contract teachers signals a reliance on permanent staff, promoting stability and continuity in the educational delivery system. This commitment to permanent educators ensures consistent teaching quality and allows for long-term curriculum development.

The provision of mid-day meals is a significant aspect of the school’s commitment to its students, addressing crucial nutritional requirements and supporting their overall development and learning ability.

In conclusion, 152 NO MONDALPARA AP provides a foundational education to the rural children of its community, showcasing a committed team of educators and a focus on basic needs. Although lacking certain amenities, its core function of delivering quality primary education remains strong, highlighting the essential role of this institution in shaping young lives. Future development and investment in infrastructure could further enhance the educational experience of the students.