163 ROHA GIRLS L.P

163 ROHA GIRLS L.P was established in 1930 and it is managed by the Department of Education. It is located in Rural area. It is located in RUPSHI block of BARPETA district of Assam. The school consists of Grades from 1 to 5. The school is Girls 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 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 have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 0 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.

163 Roha Girls Lower Primary School: A Detailed Profile

163 Roha Girls Lower Primary School, a government-run institution in the rural RUPSHI block of BARPETA district, Assam, offers a glimpse into the educational landscape of rural India. Established in 1930 and managed by the Department of Education, this girls-only school provides primary education from classes 1 to 5, exclusively in Assamese. The school’s commitment to providing a foundational education is evident in its dedicated teaching staff.

The school’s infrastructure, while functional, reflects the challenges faced by many rural schools. With three classrooms in good condition, the school caters to its student population. A dedicated room serves as an office for the head teacher, Pranita Nath, underscoring the school’s focus on leadership and administration. The absence of a boundary wall necessitates additional safety considerations, while the availability of electricity highlights a crucial aspect of modern learning.

A critical aspect of the school’s functionality is access to clean drinking water. The school relies on hand pumps, emphasizing the importance of consistent maintenance for the health and well-being of its students. The presence of one functional girls’ toilet is noteworthy, signifying a commitment to providing basic sanitation facilities, although the absence of boys’ toilets presents a challenge that warrants attention.

The school’s academic focus is squarely on primary education. The absence of a pre-primary section and computer-aided learning emphasizes the need for future expansion and modernization. The school’s teaching staff comprises two female teachers and a head teacher, highlighting a strong female presence in education within the community. The school provides mid-day meals, prepared on-site, ensuring that students receive proper nutrition alongside their education.

The school’s location in a rural setting presents unique logistical considerations. While accessible by all-weather roads, the lack of a playground and library underscores the need for improved facilities to enhance the learning environment. The school’s commitment to accessibility is evident in its provision of ramps for disabled children, showing a dedication to inclusivity.

The school’s management structure reflects its government affiliation, operating within the established framework of the Department of Education. This structure ensures a degree of consistency and oversight, facilitating adherence to educational standards and policies.

The information provided paints a picture of a school striving to provide quality education within the constraints of its resource base. The absence of computers and a library highlights areas needing attention for enhanced learning opportunities.

While the school successfully provides essential primary education, the lack of certain facilities points to potential areas of improvement. Investment in these areas could significantly enhance the overall learning experience, fostering greater academic success for the students.

The success of 163 Roha Girls Lower Primary School hinges on continued support and development. Improvements in infrastructure, resources, and technological integration are crucial for fostering a more enriching and engaging learning environment.

The school’s long history and commitment to girls’ education in a rural setting warrant recognition and support. With targeted improvements, this school can become an even stronger pillar of the community, empowering young girls to achieve their academic aspirations.