223 NO. CHITALKATI AP

223 NO. CHITALKATI AP was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in GAURIPUR block of DHUBRI 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 4 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 Under Construction 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 50 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.

223 No. Chitalkati AP Primary School: A Detailed Profile

223 No. Chitalkati AP, a government primary school in the rural heart of Assam, India, offers a glimpse into the educational landscape of a developing region. Established in 2006 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, with an additional pre-primary section catering to younger learners. The school’s commitment to education is evident in its facilities and curriculum, despite some ongoing developmental challenges.

Instruction is primarily conducted in Assamese, reflecting the local linguistic context. Two male teachers dedicate their efforts to shaping young minds, providing valuable educational support within the community. The school’s curriculum extends to a pre-primary section, ensuring that early childhood education is incorporated into the school’s comprehensive educational model. The school building, while currently under construction, boasts four classrooms in good condition, providing suitable learning environments for the students. Additional space is available for non-teaching activities, contributing to the overall functionality of the institution.

A key element of the school’s infrastructure is its dedicated library, housing 50 books to foster a love of reading among students. The presence of a playground further enhances the learning experience, recognizing the importance of physical activity in a holistic education. Access to clean drinking water is ensured through functional hand pumps, addressing a fundamental need for the students and staff. Separate functional boys’ and girls’ toilets underline the school’s commitment to providing a safe and hygienic environment.

Furthermore, the school actively participates in providing mid-day meals, prepared and served on the school premises, addressing the nutritional needs of the students. This commitment to providing meals highlights the school’s dedication to the well-being of its students, acknowledging the vital link between nutrition and learning outcomes. The school’s commitment to inclusivity is evident in its provision of ramps for disabled children, ensuring equal access to educational opportunities for all. The school’s rural setting underscores its crucial role in bringing quality education to underserved communities.

The school’s management, under the Department of Education, ensures adherence to educational standards and provides necessary support for the institution. The school’s operation adheres to the academic calendar, commencing its sessions in April, aligning with the broader educational framework of the region. The school’s infrastructure, while still developing, clearly demonstrates a commitment to providing essential educational resources. The presence of a library, playground, and functional sanitation facilities underscores the effort made to create a conducive learning environment.

Despite the absence of computers and computer-aided learning facilities, 223 No. Chitalkati AP’s commitment to providing a basic but functional education is commendable. The school serves as a vital pillar of its community, ensuring access to primary education in a region where such resources may be limited. The school’s continued development, including the completion of its boundary wall and potential future technological upgrades, will further enhance its capacity to serve its students and the community.

The school’s operational efficiency and community focus are noteworthy aspects. The dedicated team of teachers, along with the supportive administrative framework, contributes significantly to the school’s success. The school’s location in a rural area underscores its significance in bridging the educational gap and promoting equitable access to learning opportunities. This institution serves as a beacon of hope, empowering young minds and shaping the future of its community.

The information provided highlights the characteristics of 223 No. Chitalkati AP, offering valuable insights into its functioning and contribution to the educational landscape. Further development and investment will undoubtedly enhance the school’s capabilities and allow it to provide even greater educational opportunities to its students. The school represents a significant investment in human capital, fostering the growth of future generations.

The school’s dedication to its students, evident in its various facilities and commitment to providing mid-day meals, highlights the importance of community involvement in educational initiatives. The school’s progress signifies the potential for growth and development in underserved areas, promoting a positive outlook for future educational opportunities. The dedication of the teachers and the supportive administrative structure underscore the collaborative nature of ensuring educational access.

Looking ahead, the ongoing construction of the school’s boundary wall and potential future investments in technology will significantly enhance the school’s infrastructure and further improve the learning environment. This highlights the dynamic nature of educational development and the continuous efforts made to improve learning outcomes for the students. The school’s growth trajectory reflects the commitment to providing quality education to the rural communities it serves.