1653 SATRA KANARA BARAKATA GIRLS L.P.S

1653 SATRA KANARA BARAKATA GIRLS L.P.S was established in 1982 and it is managed by the Department of Education. It is located in Rural area. It is located in MONDIA block of BARPETA 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 4 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 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.

1653 Satra Kanara Barakata Girls L.P.S: A Comprehensive Overview

Nestled in the rural heart of Assam, India, the 1653 Satra Kanara Barakata Girls L.P.S stands as a testament to primary education in the region. Established in 1982 under the Department of Education, this co-educational school serves students from Class 1 to Class 5, also offering a pre-primary section. The school’s commitment to learning is evident in its dedicated team of three male teachers who provide instruction in Assamese. Despite lacking some amenities, the school actively works to provide a conducive learning environment for its students.

The school’s infrastructure, while modest, comprises a government-provided building with four classrooms ensuring a suitable learning space for its pupils. A key feature is the presence of a playground, providing crucial opportunities for physical activity and recreation crucial for a holistic development of the children. The school also prioritizes the health and well-being of its students with functional boys’ and girls’ toilets and access to hand pumps for drinking water. The school’s location, accessible by all-weather roads, ensures consistent access for both students and staff.

Accessibility and inclusion are important aspects that are addressed by the school. The school’s commitment to inclusivity is demonstrated by the provision of ramps for disabled children, ensuring that all students can access the classrooms without any barriers. This forward-thinking approach ensures a welcoming environment for children with disabilities, supporting their participation in education.

While the school lacks certain modern amenities like electricity, a boundary wall, a library, and computers, its focus remains firmly on providing a quality primary education. The absence of these resources, however, highlights the ongoing need for infrastructural improvements in the educational landscape of rural Assam. The school’s administration and teaching staff are working diligently within their available resources to provide a strong foundation for its students.

The school’s commitment to its students’ well-being extends to providing mid-day meals, prepared and served on the school premises. This crucial aspect of the school’s operation ensures that students receive proper nutrition, supporting their concentration and academic performance. This practical initiative demonstrates the school’s understanding of the holistic needs of its pupils.

Operating within the framework of the “Others” board for both Class 10 and Class 10+2 examinations highlights the school’s adaptable approach within the regional educational system. This flexibility allows the school to cater to the specific educational needs of its students while adhering to relevant examination requirements.

The school’s operational structure is simple yet effective. It follows a standard academic calendar, starting its session in April, a common practice in the region. The school’s management remains committed to improving facilities, seeking potential funding and collaborating with local communities to address existing infrastructural gaps.

Despite lacking advanced technological resources such as computer-aided learning, the school utilizes traditional teaching methods effectively. The teachers’ dedication and the school’s focus on a strong foundational education ensure that students acquire essential knowledge and skills, preparing them for future educational endeavors.

The 1653 Satra Kanara Barakata Girls L.P.S, while facing certain infrastructural challenges, functions as a vital hub for primary education in its community. Its commitment to teaching, student well-being, and inclusion makes it a cornerstone of the local educational landscape. The school’s continued efforts toward enhancing its facilities promise a brighter future for its students.

The school’s existence exemplifies the unwavering commitment to providing educational opportunities to children in rural areas, despite limitations in resources. It serves as a model for resourcefulness and dedication within a challenging environment, proving that a strong foundation in education can be built even with limited means.