199 NO. GORBALA JB SCHOOL

199 NO. GORBALA JB SCHOOL was established in 1804 and it is managed by the Department of Education. It is located in Rural area. It is located in RANGIA block of KAMRUP RURAL 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 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 Pucca But Broken 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 45 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

199 No. Gorbala JB School: A Profile of a Rural Primary School in Assam

199 No. Gorbala JB School, located in the rural heart of Kamrup Rural district, Assam, stands as a testament to primary education in a developing region. Established in 1804 and managed by the Department of Education, this co-educational institution serves students from Class 1 to Class 5, with a pre-primary section also available. Instruction is primarily conducted in Assamese, reflecting the local linguistic landscape.

The school’s infrastructure, while functional, reveals areas needing attention. The government-provided building houses three classrooms, all in good condition, alongside additional rooms for non-teaching activities and a dedicated space for the head teacher. A pucca but broken boundary wall surrounds the school, and the absence of electricity highlights the need for improved infrastructure. However, a functioning hand pump provides access to drinking water, a critical resource.

Sanitary facilities, while basic, are present. The school boasts one boys’ and one girls’ toilet. The presence of a playground and a library, stocked with 45 books, indicates a commitment to providing a well-rounded educational experience beyond the classroom. The school also proactively caters to accessibility needs with ramps for disabled children.

Technological resources are limited but present. The school possesses two functional computers, though a dedicated computer-aided learning lab is absent. This points towards potential avenues for future development and investment in educational technology. The school also benefits from having a meal provided and prepared on-site, ensuring students receive proper nourishment alongside their education.

The school’s academic focus remains firmly on primary education, covering classes 1-5. The presence of three male teachers dedicated to providing a quality education underscores the school’s commitment to academic excellence. The school’s board affiliation is listed as ‘Others’, suggesting a unique approach to curriculum development and assessment.

The school’s location in a rural setting presents both challenges and opportunities. Access via an all-weather road ensures accessibility throughout the year, while the lack of electricity and more advanced technology represents a clear opportunity for improvement and modernization.

The school’s management, under the Department of Education, provides a framework for support and resources. However, the need for sustained investment in infrastructure, technology, and teacher training remains evident. Continued support is crucial to ensure that 199 No. Gorbala JB School can continue to provide quality education to the children of the community.

The school’s success story lies in its resilience and dedication to providing education despite limitations. The presence of a library, playground, and functional toilets indicates a holistic approach to student well-being. The commitment of the teachers is crucial in bridging the gap between available resources and the needs of the students.

Looking ahead, strategic investments in infrastructure improvements, particularly electricity and computer-aided learning facilities, would significantly enhance the school’s educational capacity. Further teacher training and development initiatives would further empower the faculty to deliver an enriched curriculum and support the diverse learning needs of its student body.

In conclusion, 199 No. Gorbala JB School serves as a vital educational institution within its rural community. While challenges exist regarding infrastructure and resources, its steadfast commitment to providing a foundational education, coupled with the dedication of its teachers and supportive management, makes it a significant contributor to the development of young minds in Assam. Continued support and investment will further solidify its role in shaping the future of the region.