2 NO SALMARABARI MUKTAB

2 NO SALMARABARI MUKTAB was established in 1962 and it is managed by the Department of Education. It is located in Rural area. It is located in BATADRAVA block of NAGAON 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 5 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 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 80 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.

2 No Salmarabari Muktab: A Comprehensive Profile of a Rural Primary School in Assam, India

2 No Salmarabari Muktab, a government-run primary school nestled in the rural landscape of Assam, India, offers a glimpse into the educational landscape of a typical village school. Established in 1962 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, also featuring a pre-primary section. Its location in the Batadrava block of Nagaon district positions it within a community deeply rooted in its local culture.

The school’s infrastructure, though functional, reflects the challenges faced by many rural schools. While it boasts five classrooms in a government-provided building, the structure is described as “Pucca But Broken,” highlighting the need for ongoing maintenance and repair. Despite this, the school provides essential amenities including a library stocked with 80 books, a playground for recreational activities, and hand pumps supplying drinking water. The presence of separate boys’ and girls’ toilets underscores the school’s commitment to providing basic sanitation facilities. Importantly, the school is equipped with electricity, facilitating teaching and learning activities.

The school’s educational approach relies heavily on Assamese as the primary medium of instruction. Three male teachers dedicate their efforts to educating the students, ensuring a teacher-student ratio that allows for personalized attention within the classroom setting. The school also actively participates in providing mid-day meals, prepared and served within the school premises, addressing the nutritional needs of the students.

A noteworthy feature is the school’s pre-primary section, catering to younger children before they begin formal primary education. This demonstrates an understanding of the importance of early childhood education in laying a strong foundation for future learning. The inclusion of a library, albeit small, and a playground reflects the school’s broader commitment to holistic child development, going beyond purely academic pursuits.

The presence of ramps for disabled children showcases the school’s dedication to inclusivity and ensuring accessibility for all students. While the school currently lacks computers and a computer-aided learning lab, it exemplifies a commitment to providing basic education within a rural setting, addressing fundamental needs within its capacity.

The school’s management by the Department of Education offers a level of governmental oversight and support. This structure allows for access to resources and alignment with national educational policies. The school’s establishment in 1962 signifies its long-standing contribution to the community, having served generations of students.

The school’s rural location reflects the broader educational context in India, where a significant portion of the population resides in rural areas. 2 No Salmarabari Muktab exemplifies the efforts to provide basic education in these often-underserved regions. The school operates within the framework of “Others” boards for classes 10 and 10+2, indicating an adherence to local educational standards.

The absence of a head teacher, as noted in the data, could potentially represent a temporary vacancy or a unique organizational structure within the school. Further information would be required to provide a complete understanding of this aspect. Nonetheless, the existing teaching staff continues to fulfill their roles in providing educational opportunities to the students.

In summary, 2 No Salmarabari Muktab serves as a significant educational hub within its community. Its dedication to providing basic education, coupled with a commitment to inclusivity and holistic development, offers a foundation for the students’ future. While certain infrastructural improvements and technological advancements would be beneficial, the school’s current operations represent a substantial contribution to the educational landscape of rural Assam. The school’s long history and ongoing commitment to its students underscore its vital role in the local community.