230 NO NAGRAJ PARA AP

230 NO NAGRAJ PARA AP was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in GOLAKGANJ 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 2 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 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 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.

230 NO NAGRAJ PARA AP: A Detailed Look at an Assam Primary School

230 NO NAGRAJ PARA AP, a primary school nestled 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. The school’s commitment to providing a basic education is evident in its infrastructure and teaching staff.

The school building, a government-provided structure, houses two classrooms, each designed to foster learning. While lacking computer-aided learning facilities and electricity, the school boasts a functional playground, providing essential space for recreation and physical activity. The provision of hand pumps ensures access to potable drinking water, a crucial factor in maintaining student health and well-being. Ramps for disabled children are also available, highlighting the school’s commitment to inclusivity.

The school’s teaching staff consists of three teachers – two male and one female – all dedicated to providing quality education. Assamese serves as the primary language of instruction, reflecting the local cultural context. The school also incorporates a pre-primary section, catering to the educational needs of younger children. The meals provided and prepared on-site contribute to the overall well-being of the students, ensuring they are nourished and ready to learn.

The school’s robust infrastructure includes a pucca (permanent) boundary wall, providing security and a sense of enclosure. While currently lacking a library, the presence of a playground showcases a commitment to holistic development beyond the classroom. Notably, the school operates without computers, highlighting the technological challenges faced in rural education. The school’s location in the GOLAKGANJ block of DHUBRI district signifies its role in serving a specific community.

The absence of electricity and a library, along with the lack of computers, points to areas where improvements could enhance the educational experience. However, the presence of a playground, functional toilets, and a readily accessible water source showcases efforts towards creating a safe and conducive learning environment. The school’s accessibility via an all-weather road further enhances its reach to students within the community.

The school’s academic offerings are focused on providing a strong foundation in basic subjects. The fact that it offers education from Class 1 to 5 illustrates its commitment to providing foundational literacy and numeracy skills to young learners. The use of Assamese as the medium of instruction directly connects the curriculum to the students’ local language and cultural context. The lack of advanced technology also underscores the disparity in educational resources between urban and rural settings.

The school’s management under the Department of Education ensures it aligns with government policies and educational standards. This affiliation provides access to certain resources and support structures, contributing to its sustainability and long-term operation. The school’s non-residential nature clarifies that students commute daily to and from their homes.

Furthermore, the school’s structure and facilities highlight the importance of prioritizing basic necessities in underserved areas. While advanced technologies are absent, the provision of classrooms, a playground, and functional sanitary facilities reflects an understanding of the core needs of primary education.

The school’s success relies heavily on the commitment of its teachers and the support of the local community. The shared responsibility for the education of the children shapes a strong connection between the school and the surrounding area. The ongoing efforts to provide a functional and safe learning environment lay the groundwork for the future success of its students.

In conclusion, 230 NO NAGRAJ PARA AP stands as a testament to the challenges and triumphs of rural education in Assam. Its operational features, albeit basic, reflect a dedication to serving the educational needs of its students, paving the way for future growth and development within the local community.