185 NO MUTHAKHOWA PT-III AP

185 NO MUTHAKHOWA PT-III 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 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 1 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 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has a 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.

185 No Muthakhowa PT-III AP: A Rural Primary School in Assam

185 No Muthakhowa PT-III AP is a government primary school located in the rural area of South Salmara block, Dhubri district, Assam. Established in 2004, this co-educational institution falls under the Department of Education’s management. The school provides primary education, catering to students from Class 1 to Class 5, with Assamese as the primary language of instruction. The school’s operational year begins in April, aligning with the academic calendar of the region.

The school building, while government-provided, is modestly sized, comprising a single classroom suitable for instruction. Despite its limited infrastructure, the school maintains a functional library, though it currently lacks books. Access to clean drinking water is ensured through hand pumps available on the premises. Importantly, the school incorporates accessibility features with ramps for students with disabilities.

The teaching staff consists of three male teachers, dedicated to delivering quality education. The school operates without a pre-primary section, focusing solely on the primary curriculum. Meals are prepared and provided on-site, contributing to the overall welfare of the students. The absence of a boundary wall around the school premises necessitates further consideration for security enhancements.

While the school currently lacks electricity, the availability of a library, albeit without books, underscores the school’s commitment to fostering a learning environment. The lack of computers and a computer-aided learning lab represents an area for potential improvement and future development. These aspects could enhance the learning experience and prepare students for future technological advancements.

The school’s location in a rural setting necessitates considering the challenges and opportunities unique to such environments. Transportation access, while mentioned as an all-weather road, requires further investigation to ensure students can reach school reliably throughout the year. Community engagement and collaborative initiatives could further improve the school’s resources and enhance student learning.

The school’s small size and limited resources present both challenges and opportunities. While the single classroom may restrict class sizes, it also facilitates individualized attention from the dedicated teachers. This smaller scale also offers opportunities for focused teaching strategies and personalized learning approaches. The absence of pre-primary sections and computer facilities highlights areas for future expansion and improvement.

Despite its modest infrastructure, 185 No Muthakhowa PT-III AP serves a vital role in providing primary education to the children of the South Salmara community. The school’s dedication to providing a meal program, alongside its focus on inclusive practices with ramps for disabled students, underscores a commitment to student well-being beyond academics.

Future development could focus on expanding the library collection, securing electricity, and establishing a computer lab. Further investment in infrastructure, such as constructing a boundary wall, could enhance the school’s security and overall learning environment. The community’s involvement in supporting the school’s growth and development would be invaluable in achieving these improvements.

Improving the school’s facilities and resources can significantly impact student learning outcomes. Providing access to technology and expanding the library would enhance educational opportunities and broaden the students’ exposure to information and digital literacy. Such enhancements could also attract more students and contribute to the community’s educational growth.

The success of 185 No Muthakhowa PT-III AP lies in the dedication of its teaching staff and the community’s support. Continued investment and collaboration are essential to ensure the school’s continued success in providing quality primary education to the children of the region. The school serves as a testament to the importance of education in rural communities and the potential for growth with sustained support.