2122 NO. PUB KANAIMARA LP SCHO

2122 NO. PUB KANAIMARA LP SCHO was established in 1976 and it is managed by the Department of Education. It is located in Rural area. It is located in MANKACHAR block of DHUBRI 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. 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 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.

2122 NO. PUB KANAIMARA LP School: A Profile of a Rural Primary School in Assam, India

Nestled in the rural landscape of Mankachar block, Dhubri district, Assam, India, lies 2122 NO. PUB KANAIMARA LP School. Established in 1976 under the Department of Education, this primary school plays a vital role in the community, providing education to children from Class 1 to Class 5.

The school’s infrastructure includes a government-owned building housing five classrooms, all in good condition. Two additional rooms support non-teaching activities, and a dedicated space serves as the head teacher’s office. The school’s focus is on providing quality primary education, and it employs one male and one female teacher, totaling two teachers committed to educating the young minds of the region. The medium of instruction is Assamese.

While lacking certain amenities, the school demonstrates commitment to its students’ well-being. A reliable source of drinking water is provided through hand pumps, ensuring access to clean water for students and staff. Separate functional toilets are available for boys and girls, prioritizing hygiene and sanitation. Importantly, the school provides mid-day meals, prepared and served on the school premises, ensuring that students receive adequate nutrition alongside their education.

The school’s location, accessible via an all-weather road, simplifies commuting for students and staff. The academic session commences in April, following the standard academic calendar. Though the school lacks a boundary wall, electricity, playground, library, and computer-aided learning facilities, its commitment to providing a foundational education remains unwavering.

The school’s co-educational nature fosters an inclusive learning environment. It caters exclusively to primary-level students (Classes 1-5), with no pre-primary section. The absence of computers and a library are notable shortcomings, yet the school actively compensates by prioritizing the core curriculum and student well-being. The lack of a playground might hinder extracurricular activities, but the presence of functional basic facilities ensures a relatively safe and functional learning space.

The school’s management prioritizes basic necessities, focusing on essential educational resources. The ramps for disabled children demonstrate an inclusive approach, ensuring accessibility for all students. While modernization and upgrades are needed, the school’s dedication to providing a foundational education within its existing resources is evident.

This school serves as a testament to the efforts in providing primary education even in resource-constrained environments. Its focus on basic education, provision of meals, and access to functional sanitation facilities, coupled with its commitment to inclusion, makes it a valuable asset to the community.

The absence of certain facilities presents opportunities for growth and improvement. The addition of computer-aided learning, a library, and a playground would significantly enhance the learning experience. However, the existing resources and dedication of the teachers offer a strong foundation for future development.

Future plans might involve securing funding for infrastructure development and seeking partnerships to supplement educational resources. Investing in technology and creating a stimulating learning environment through enhanced facilities would greatly benefit the students.

Ultimately, 2122 NO. PUB KANAIMARA LP School’s story reflects the challenges and triumphs of providing education in rural settings. Its existence speaks volumes about the commitment to education and community development in underserved areas. Further improvements can elevate the school to even greater heights.