187 NO BALATARI AP

187 NO BALATARI 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 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.

187 NO BALATARI AP: A Rural Primary School in Assam, India

187 NO BALATARI AP is a government-run primary school located in the rural South Salmara block of Dhubri district, Assam, India. Established in 2004 under the Department of Education, this co-educational school caters to students from Class 1 to Class 5, also offering a pre-primary section. Instruction is primarily conducted in Assamese. The school’s accessible location, reachable via an all-weather road, ensures convenient access for students. The academic year commences in April, aligning with the regional academic calendar.

The school building, a government-provided structure, comprises two well-maintained classrooms dedicated to instruction. Additional rooms support non-teaching activities, and a separate space serves as an office for the school’s staff. While the school boasts a playground and a library, the library currently lacks books. The school’s infrastructure includes functional hand pumps providing drinking water, boys’ and girls’ toilets, and ramps ensuring accessibility for students with disabilities. The school’s commitment to student well-being is further demonstrated by the provision of midday meals prepared on the school premises.

Despite lacking electricity and having only a partially constructed boundary wall, the school thrives on its strong community engagement. The dedicated staff, consisting of two male and one female teacher, fosters a supportive learning environment. The school’s management prioritizes quality education, evident in its commitment to providing a safe and nurturing environment conducive to learning. The absence of computers and computer-aided learning facilities highlights the need for future technological upgrades to enhance the learning experience.

The school’s success relies heavily on the dedication of its teachers. Their commitment to providing a quality education despite the resource limitations showcases their passion for educating the next generation. The school’s commitment to providing a midday meal underscores the focus on holistic student well-being, ensuring that students receive proper nourishment alongside their education.

The school’s rural location and the all-weather road access indicate a strategic location chosen to serve the needs of the surrounding community. The establishment of a pre-primary section demonstrates a proactive approach to providing early childhood education, shaping the foundation for future academic success.

Further development initiatives could focus on improving the school’s infrastructure. Securing a consistent electricity supply would enhance learning opportunities, while completing the boundary wall would further improve school safety and security. Investing in the library’s collection would provide students with greater access to educational resources.

The absence of computers and a computer-aided learning lab presents a significant opportunity for technological advancement. Acquiring computers and implementing a computer-aided learning program would equip students with crucial 21st-century skills, enabling them to compete in an increasingly digital world.

Collaboration with local organizations and government bodies could facilitate much-needed improvements. Securing funding for infrastructure upgrades and technological enhancements would elevate the school’s capabilities and enhance the educational experience for students.

The success of 187 NO BALATARI AP lies in the synergy between committed teachers, supportive community engagement, and a dedication to providing quality primary education. Addressing the existing resource gaps would propel the school to even greater heights.

This commitment to quality primary education, coupled with community support, provides a solid foundation for the school’s continued growth and development. The school serves as a vital pillar of the community, contributing to the education and empowerment of its students.