2123 NO. SOUTH MANULLA PARA LP

2123 NO. SOUTH MANULLA PARA LP was established in 1982 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.

2123 NO. SOUTH MANULLA PARA LP: A Comprehensive Profile of a Rural Primary School in Assam, India

2123 NO. SOUTH MANULLA PARA LP, a government-run primary school, stands as a vital educational institution serving the rural community of Mankachar block in Dhubri district, Assam. Established in 1982 under the Department of Education, this co-educational school caters to students from Class 1 to Class 5, offering a foundational education crucial for the region’s children. The school’s dedication to providing quality education is evident in its existing infrastructure and dedicated teaching staff.

The school building, a government structure, houses five well-maintained classrooms, providing adequate space for learning. While lacking a boundary wall, playground, and library, the school prioritizes its students’ needs by providing access to hand pumps for drinking water and separate functional toilets for boys and girls. This commitment to basic amenities reflects a proactive approach to creating a conducive learning environment.

The school’s curriculum utilizes Assamese as the medium of instruction, reflecting the local linguistic landscape. Three male teachers diligently impart knowledge and skills to the students, dedicated to shaping young minds and laying a strong academic foundation. The school operates on a conventional academic calendar, starting its session in April. This adherence to a structured schedule enables efficient curriculum delivery and student progress monitoring.

The school’s management embraces a practical approach. While lacking computer-aided learning facilities, it focuses on providing a nutritious mid-day meal prepared on the premises. This ensures that students receive vital nourishment essential for their physical and cognitive development. The absence of computers and a library presents an opportunity for future improvements and expansion of resources.

The head teacher, Abdur Rofique Mollah, leads a team that consistently works towards the school’s betterment, demonstrating an unwavering commitment to education. The provision of ramps for disabled students, despite the absence of other facilities, highlights the school’s efforts to ensure inclusivity and equal access to education for all children, regardless of their physical abilities.

The school’s location in a rural setting presents unique challenges, particularly regarding access to advanced technologies. The lack of electricity and a computer lab underscores the need for future development initiatives to bridge the digital divide and enhance teaching methodologies. However, the existing infrastructure and dedicated teaching staff ensure that students receive a solid primary education.

In its modest structure, 2123 NO. SOUTH MANULLA PARA LP plays a critical role in the community. It provides an essential service to the children of the region, setting a foundation for their academic journey. The school’s focus on core subjects and basic amenities highlights its commitment to providing quality education within its resource constraints.

The school’s strategic location and its consistent operation highlight its importance in the community. The commitment of the teachers and the head teacher is evident in the school’s continued function and service. The efforts taken to ensure the availability of clean drinking water and functional toilets further demonstrate the school’s responsibility towards the health and well-being of its students.

Looking ahead, opportunities for growth and development exist. Securing electricity, establishing a library, and incorporating computer-aided learning would significantly enhance the educational experience and prepare students for future challenges. External support and community engagement would be crucial in realizing this potential.

In conclusion, 2123 NO. SOUTH MANULLA PARA LP serves as a valuable cornerstone of education in its community. Despite the limitations, the school’s unwavering commitment to providing quality primary education makes it an integral part of the region’s developmental landscape, illustrating the perseverance and dedication of the educational community in the face of challenges. Further investment in resources can help it reach its full potential and better serve the students of Mankachar.