159 NO. D.BAZAR TRIBAL BASIC SCHOOL

159 NO. D.BAZAR TRIBAL BASIC SCHOOL was established in 1885 and it is managed by the Department of Education. It is located in Rural area. It is located in NARSINGPUR block of CACHAR 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. 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 No Boundary Wall boundary wall. The school has doesn’t 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 a playground. The school has a library and has 70 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.

159 No. D. Bazar Tribal Basic School: A Comprehensive Overview

Nestled in the rural landscape of Narsingpur block, Cachar district, Assam, 159 No. D. Bazar Tribal Basic School stands as a testament to educational commitment. Established in 1885 and managed by the Department of Education, this co-educational institution serves students from Class 1 to Class 5, also boasting a pre-primary section. Instruction is delivered in Bengali, catering to the local linguistic needs. The school operates within a government-provided building, comprising two well-maintained classrooms and additional spaces for non-teaching activities, including a dedicated room for the head teacher.

Infrastructure and Resources: The school grounds include a functional playground, a valuable asset for physical activity and recreation. A library is also present, stocked with 70 books to foster a love of reading and learning. The school features separate, functional boys’ and girls’ toilets, prioritizing hygiene and student well-being. Notably, the school lacks a boundary wall, and while electricity is available, it’s currently non-functional, highlighting an area requiring attention and improvement. The absence of a drinking water facility is a significant concern, underscoring the need for immediate action to address this fundamental requirement for student health. Ramps for disabled access are also absent, indicating a need for future infrastructure improvements to ensure inclusivity.

Academic and Staff Details: The school’s academic focus is entirely on primary education (Classes 1-5). A total of five female teachers dedicate their expertise to educating the students, led by Head Teacher Anjali Chakraborty. Mid-day meals are provided and prepared on-site, ensuring students receive essential nourishment to support their learning. The absence of male teachers and contract teachers does not diminish the dedication of the existing staff.

Accessibility and Operational Details: The school is conveniently accessible via an all-weather road, ensuring consistent access for students and staff regardless of weather conditions. The academic year commences in April, aligning with the regional educational calendar. The school does not function as a residential facility, with its focus solely on daytime education.

Areas for Improvement: Several areas warrant attention for further improvement. The lack of a boundary wall poses safety concerns, while the non-functional electricity supply necessitates prompt resolution to facilitate optimal learning conditions. The complete absence of a reliable drinking water source is a pressing concern that demands immediate action. The lack of computers and a computer-aided learning lab also indicates potential for technological enhancements, aligning the school with modern educational practices.

Community Engagement and Support: The school’s success hinges on the continued support of the local community and government bodies. Collaborative efforts are crucial in addressing the identified infrastructural gaps and ensuring the provision of essential resources such as clean drinking water, functional electricity, and boundary wall construction.

Conclusion: 159 No. D. Bazar Tribal Basic School serves a vital role in providing primary education to the children of the Narsingpur area. While challenges exist, the school’s dedicated teachers and available resources underscore a commitment to learning. Addressing the infrastructural shortcomings will significantly enhance the learning environment, creating a more conducive space for students to thrive. Ongoing support and investment are key to ensuring this school continues to positively impact the community for many years to come.