1688.PALHAZI GABARA PARA L.P

1688.PALHAZI GABARA PARA L.P was established in 1977 and it is managed by the Department of Education. It is located in Rural area. It is located in BARPETA 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 a library and has 150 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.

1688.PALHAZI GABARA PARA L.P: A Rural Primary School in Assam

1688.PALHAZI GABARA PARA L.P is a government-run primary school located in the rural Barpeta district of Assam, India. Established in 1977, this co-educational institution falls under the Department of Education’s management and serves students from Class 1 to Class 5. The school offers a pre-primary section, catering to younger learners. Assamese serves as the primary language of instruction.

The school building itself is a government-constructed facility, comprising three well-maintained classrooms dedicated to teaching. Beyond the classrooms, the school provides a dedicated room for the head teacher and other essential non-teaching activities. The school boasts a library stocked with 150 books, enriching the learning environment for its students. A crucial feature ensuring student health is the availability of hand pumps providing potable drinking water.

Sanitary facilities are adequate with separate functional boys’ and girls’ toilets. While the school does not currently possess a playground or computer-aided learning facilities, it does include ramps for disabled access, reflecting a commitment to inclusivity. Importantly, the school is actively involved in providing and preparing midday meals on the premises, ensuring the nutritional well-being of its students.

The school’s academic focus is solely primary education (Classes 1-5). The teaching staff consists of two male teachers, supported by a single head teacher, Jaynab Ahmed. The school follows an academic calendar commencing in April. The school’s location is accessible via all-weather roads, ensuring consistent access for students and staff regardless of weather conditions.

The school’s infrastructure, while functional, still has areas for improvement. The absence of electricity and a boundary wall are notable aspects. While a library is present, the lack of computers and a computer-aided learning lab limits the integration of modern technology in education. However, the availability of a library and the provision of midday meals signify the school’s dedication to holistic student development.

Further development opportunities include the installation of electricity, the construction of a boundary wall for enhanced security, and the integration of computer-aided learning to enhance the quality of education. The addition of a playground would also significantly improve the overall learning environment. Despite these areas needing improvement, the school’s commitment to providing basic education in a rural setting is commendable.

The school’s dedication to providing a supportive and inclusive environment, including the provision of midday meals and ramps for disabled access, highlights its commitment to student well-being. The school’s location in a rural area also underscores the importance of its role in providing accessible education to communities that may lack alternative options.

The existing infrastructure, though limited, provides a basic learning environment, while the presence of a library indicates a commitment to fostering a love of reading. The school’s continued operation and dedication to its students despite infrastructural limitations demonstrate resilience and community engagement.

The school serves a vital role in providing access to education in a rural setting and remains committed to serving the needs of its students. Future development of the school’s facilities promises to further improve the learning environment and enhance the educational opportunities available. The school’s history, combined with its current efforts, illustrates a continuous striving to improve.

The school’s success rests on the dedicated efforts of its teachers and the support of the community. The inclusion of ramps, despite other infrastructural limitations, is a noteworthy aspect of the school’s approach to inclusivity and accessibility. The school demonstrates a clear commitment to its students, ensuring their educational and nutritional needs are met.

In conclusion, 1688.PALHAZI GABARA PARA L.P stands as a testament to the provision of basic education in a rural context. While challenges remain in infrastructural development, the school’s commitment to its students remains unwavering, exemplified by the provision of basic necessities like clean water, sanitary facilities, and midday meals. Ongoing efforts to enhance facilities will only serve to strengthen this important institution’s impact on the community.