191 BEHARA MOKTAB

191 BEHARA MOKTAB was established in 1928 and it is managed by the Department of Education. It is located in Rural area. It is located in KATIGORAH block of CACHAR 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. Bengali 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 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.

191 Behera Moktab: A Rural Primary School in Assam, India

191 Behara Moktab, a government-run primary school, stands as a vital educational institution serving the rural community of Kati Gorah block in Cachar district, Assam. Established in 1928, the school’s rich history reflects its enduring commitment to providing basic education to the region’s children. Under the management of the Department of Education, it plays a crucial role in shaping young minds and fostering future generations.

The school’s infrastructure comprises two classrooms, adequate for its current student population. These classrooms are maintained in good condition, ensuring a conducive learning environment. Additionally, the school provides separate spaces for non-teaching activities, and dedicated facilities for staff. While the school lacks a boundary wall and electricity connection, it ensures access to clean drinking water through functional hand pumps, a testament to its commitment to the well-being of its students.

Sanitary facilities are available, with one boys’ toilet and one girls’ toilet functioning properly. The school’s academic focus is on primary education, encompassing classes 1 through 5. Instruction is delivered in Bengali, catering to the local linguistic needs of the students. The school’s co-educational nature promotes inclusivity and equal opportunities for both boys and girls. Importantly, the school prepares and serves mid-day meals on its premises, addressing the nutritional needs of its students.

Transportation accessibility is ensured by an all-weather road, making it easily reachable for students from surrounding areas. The school’s academic year follows the standard schedule, commencing in April. The absence of a pre-primary section, library, playground, and computer-aided learning facilities indicates areas where potential future development could significantly enhance the learning experience.

Although the school currently operates without computers or a dedicated library, its dedication to providing a basic education remains its core strength. The presence of two male teachers signifies a commitment to quality instruction, and despite lacking advanced technological resources, the school’s focus on core subjects and a supportive learning atmosphere remains vital for the community.

The school’s rural location highlights its significant role in bridging the educational gap in underserved areas. Its contribution to literacy and basic education within the community is invaluable, laying a foundation for future learning opportunities. While lacking certain modern amenities, the school demonstrates resilience and commitment to its students.

The absence of a boundary wall underscores a need for enhanced security measures, a factor which should be considered in future development plans. Similarly, the lack of electricity points towards a necessity for infrastructural improvements. These areas offer opportunities for growth and expansion, potential areas for future investment and improvement.

191 Behara Moktab stands as a cornerstone of the local community, offering primary education to children in a rural setting. Its ongoing operation, despite challenges in infrastructure and resources, underlines its importance and perseverance in delivering essential education. The school serves as a testament to the commitment of educators in providing learning opportunities to those in need.

The school’s operational efficiency, despite its limited resources, is remarkable. The dedicated staff’s continued efforts contribute significantly to the overall success of the school. Future development plans should address the identified shortcomings to further enhance the educational experience and provide an improved learning environment for students.

This institution serves as a vital part of the community fabric, educating the next generation. Its continuous operation despite the challenges speaks to the dedication of the teachers and administrators, ensuring the educational needs of the students are being met to the best of their ability. Continued support and development will allow this important school to flourish.