235 TANGA BARI L.P

235 TANGA BARI L.P was established in 1936 and it is managed by the Department of Education. It is located in Rural area. It is located in JALAH block of BAKSA 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. Bodo 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 3 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 2 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.

235 TANGA BARI L.P School: A Profile

235 TANGA BARI L.P, a government-run primary school, stands as a vital educational institution in the rural heartland of Assam, India. Established in 1936, the school, under the management of the Department of Education, serves the community of JALAH block in BAKSA district. Its commitment to providing quality education is evident in its various features and ongoing operations.

The school’s infrastructure comprises three classrooms, all in good condition, ensuring ample space for learning. The presence of a playground underscores the school’s commitment to providing a holistic educational experience, encouraging physical activity and social interaction amongst students. While lacking a boundary wall and electricity connection, the school provides a safe and functional learning environment.

Accessibility is a key consideration, with the school conveniently situated along an all-weather road, ensuring students can attend regardless of weather conditions. Crucially, hand pumps provide a reliable source of drinking water, addressing a fundamental need for students’ health and hygiene. Further enhancing accessibility, ramps are in place to ensure inclusivity for children with disabilities. Separate functional toilet facilities for boys and girls demonstrate a commitment to gender-sensitive infrastructure.

Academically, the school offers primary education from Class 1 to Class 5, with Bodo as the primary medium of instruction. The school operates as a co-educational institution, welcoming both boys and girls. The inclusion of a pre-primary section broadens access to early childhood education within the community. The school provides mid-day meals, ensuring students receive adequate nourishment to support their learning.

Teaching staff comprises two male teachers dedicated to providing quality instruction. The school’s educational approach is complemented by its affiliation with the “Others” board for Class 10 and Class 10+2, indicating a commitment to aligning with broader educational standards.

The school’s rural setting and its commitment to providing a safe and accessible learning environment make it an essential part of the community. The provision of mid-day meals further supports student well-being, acknowledging the socioeconomic realities of the area. The school’s management and faculty work to bridge the gap between educational aspirations and community resources, thereby fostering educational opportunities for local children.

The absence of a computer lab and library does not detract from the school’s overall commitment to education, reflecting the realities of resource constraints in many rural educational settings. The school’s dedication lies in providing fundamental education, ensuring a strong foundation for students’ future learning.

Future development might include initiatives to enhance technological access and improve library resources. This could involve community engagement and potential partnerships with organizations or individuals dedicated to supporting rural education. The school’s positive attributes, such as the presence of a playground, adequate toilets and hand pumps, indicate the potential for growth and enhancement.

In conclusion, 235 TANGA BARI L.P represents a steadfast commitment to providing basic education in a rural setting. Despite limitations in resources, the school successfully serves its community by providing a foundational education and fostering a supportive learning environment. Its ongoing operation underscores the importance of access to education in even the most remote areas. The school stands as a testament to the dedication of teachers and staff striving to provide opportunities for the children in their care.