1913 KAHI BARI GUDI FARAISALI

1913 KAHI BARI GUDI FARAISALI was established in 1980 and it is managed by the Department of Education. It is located in Rural area. It is located in JALAH block of BAKSA 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. Bodo 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 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.

1913 Kahi Bari Gudi Faraisali Primary School: A Profile

1913 Kahi Bari Gudi Faraisali, a government-run primary school in the rural area of Baksa district, Assam, India, provides a valuable educational service to its community. Established in 1980 under the Department of Education, this co-educational institution offers classes from 1 to 5, with a notable pre-primary section. The school’s instruction medium is Bodo, reflecting its commitment to local language preservation.

The school’s infrastructure includes three classrooms in good condition, along with additional space for non-teaching activities and a dedicated room for the head teacher. While the school boasts a playground, it currently lacks a library and a boundary wall. The absence of electricity presents a challenge, though the school does benefit from functional hand pumps providing drinking water. Importantly, the school provides mid-day meals prepared on the premises.

The school’s staff comprises a head teacher and two male teachers, dedicated to providing quality education. The school’s management emphasizes the importance of a safe and accessible environment. Ramps are available to ensure accessibility for disabled children. Despite the school’s resource limitations, it diligently provides a crucial educational foundation for the children of its community.

The school’s rural location presents both opportunities and challenges. Its accessibility via all-weather roads facilitates easier commutes for students. However, the lack of electricity and a library highlights areas needing improvement. Further development of resources would significantly benefit the school.

Despite the lack of advanced technology like computers and computer-aided learning, the school effectively delivers its curriculum using readily available resources. The school’s dedicated teachers strive to create a conducive learning environment for the students. The school’s focus on basic education, coupled with the provision of mid-day meals, demonstrates a commitment to holistic child development.

The school’s relatively small size allows for personalized attention to each student. The head teacher, Manik Mahilary, plays a key role in the school’s management and overall success. The school’s small staff, with its close-knit approach, fosters a strong sense of community.

The school’s commitment to providing education in the local Bodo language is commendable, promoting linguistic preservation and cultural understanding. This emphasis on local language instruction caters to the specific needs and background of the students.

Further investment in the school’s infrastructure, specifically electricity and library facilities, would significantly enhance its educational capacity. The addition of more technological resources like computers could further bridge the digital divide and prepare students for future learning opportunities.

The school’s continued operation and its commitment to education demonstrate its value to the community. Despite its challenges, the 1913 Kahi Bari Gudi Faraisali Primary School represents a cornerstone of educational access and opportunity in rural Assam. Ongoing support and investment are crucial to its continued success.

In conclusion, 1913 Kahi Bari Gudi Faraisali Primary School serves a vital function in its community, despite facing resource limitations. The dedicated teachers and management work tirelessly to provide quality education, while the ongoing provision of mid-day meals ensures students’ well-being. Continued efforts to improve the school’s infrastructure and resources would further enhance its ability to nurture future generations.