169 NO SHAKARIPARA AP

169 NO SHAKARIPARA AP was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in SOUTH SALMARA block of DHUBRI 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 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 Partial 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.

169 No Shakarpara AP Primary School: A Profile

169 No Shakarpara AP, a primary school located in the rural heart of Assam, India, offers a glimpse into the educational landscape of a typical rural community. Established in 2004 under the Department of Education’s management, this co-educational institution caters to students from Class 1 to Class 5. The school’s commitment to education is evident in its dedication to providing a nurturing environment for its young learners.

The school’s infrastructure, while modest, is functional. Housed in a government building, it boasts two well-maintained classrooms, ensuring sufficient space for its students. A significant asset is the presence of a playground, providing a crucial space for physical activity and recreation, contributing positively to the overall well-being of the students. The school also benefits from having both boys’ and girls’ toilets, a crucial aspect of hygiene and safety for students. Access to clean drinking water, provided by hand pumps, further enhances the conducive learning environment. The presence of ramps ensures accessibility for all students.

Instruction is conducted in Assamese, the local language, ensuring effective communication and comprehension for all pupils. The school employs two male teachers, who work tirelessly to provide quality education. The school operates under the ‘Others’ board for both Class 10 and Class 10+2, indicating a flexible approach to curriculum and potentially reflecting the unique needs of the community. Notably, the school includes a pre-primary section, fostering early childhood education and development.

The school’s management acknowledges the critical role of nutrition in learning. A mid-day meal program, prepared and provided on the school premises, ensures that students receive the nourishment needed to thrive academically and physically. This underscores the school’s commitment to holistic child development. Furthermore, the school’s head teacher, Akbar Ali Ahmed, along with the dedicated team, works to provide a secure and supportive learning environment.

The school’s location in South Salmara block of Dhubri district places it within a defined geographical context. The school’s rural setting highlights the vital role it plays in bringing quality education to underserved communities. Its proximity to transportation links enhances accessibility, further aiding student enrollment and participation.

While the school lacks some modern amenities, such as computers and a library, its dedication to providing a basic yet functional learning space is commendable. The absence of computer-aided learning should not overshadow the commitment to quality education through traditional methods.

The school’s partial boundary wall indicates ongoing development efforts, reflecting a dedication to continual improvement. The lack of electricity is a challenge, but the school likely employs alternative strategies to ensure daily operations. The school’s success is a testament to the perseverance and commitment of the faculty, administrators, and local community.

169 No Shakarpara AP Primary School epitomizes the vital role small rural schools play in providing fundamental education. It is a testament to the unwavering dedication to ensuring that all children, regardless of their location, have access to learning opportunities.

Despite its resource limitations, the school’s success in fostering a positive learning environment demonstrates that a school’s impact is not solely measured by its facilities but also by the commitment of its teachers and the resilience of its community. The school’s focus on basic needs and fundamental education underscores its significant contribution to the community’s educational landscape.

This detailed profile offers valuable insights into the operational aspects of 169 No Shakarpara AP, showcasing both its strengths and areas for potential development. It is a commendable example of a rural school striving to provide quality primary education despite limited resources, highlighting the challenges and triumphs in delivering education in remote areas.