1680.PUB BAGULA MARI L.P

1680.PUB BAGULA MARI L.P was established in 1975 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 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 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.

1680.PUB BAGULA MARI L.P School: A Detailed Overview

1680.PUB BAGULA MARI L.P, a government-run primary school located in the rural RUPSHI block of BARPETA district, Assam, has served the community since its establishment in 1975. Managed by the Department of Education, this co-educational institution offers classes from 1 to 5, with an additional pre-primary section. Instruction is primarily conducted in Assamese. The school’s accessibility is enhanced by its location on an all-weather road, ensuring continuous access for students throughout the year.

The school’s infrastructure includes a government-provided building comprising three well-maintained classrooms dedicated to teaching. Two additional rooms cater to non-teaching activities, while a separate space is designated for the head teacher. While the school lacks a boundary wall and electricity, it provides essential amenities such as functional boys’ and girls’ toilets and a reliable source of drinking water through hand pumps. Importantly, the school is equipped with ramps, ensuring accessibility for disabled students.

Despite the absence of a library, playground, and computer-aided learning facilities, the school provides mid-day meals prepared on the premises. The teaching staff consists of three teachers, two male and one female, dedicated to providing quality education to the students. The school’s commitment to providing a wholesome learning experience is reflected in its comprehensive approach to student welfare.

The school’s academic focus is strictly primary, catering to students from classes 1 through 5. The curriculum aligns with the requirements of the “Others” board for both class 10 and class 10+2 examinations. This highlights the school’s dedication to providing a foundational education that prepares students for future academic pursuits.

The school operates on a standard academic calendar, commencing in April. The management prioritizes creating a supportive learning environment within the limitations of its resources. The absence of certain amenities, like a library and computer lab, is a testament to the need for further development and investment in educational infrastructure.

The school’s rural location underscores the importance of its role in providing essential educational services to the community. The school plays a vital role in ensuring that children in this region have access to quality primary education, laying the groundwork for their future.

The school’s commitment to accessibility for disabled students through the provision of ramps speaks volumes about their inclusivity. This demonstrates their proactive approach to ensuring that all students have equal opportunities for learning and development.

The school’s operational aspects, including its administration and staff, showcase the dedication to education despite the challenges of resource limitations. The school’s continuous operation since 1975 underlines its importance to the community.

The efficient use of existing resources and the focus on delivering core academic instruction highlight the resilience and effectiveness of the school. The school’s management strives to provide the best possible education within its constraints.

The absence of certain facilities serves as a call for further investment in educational resources, improving the quality of education for students in this rural area. Supportive interventions can significantly enhance the school’s capabilities and provide students with a more enriched learning experience.