242.MAIL KUCHI L.P

242.MAIL KUCHI L.P was established in 1932 and it is managed by the Department of Education. It is located in Rural area. It is located in BARPETA block of BARPETA 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 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 a library and has 150 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.

242. MAIL KUCHI L.P: A Rural Primary School in Assam, India

1. MAIL KUCHI L.P., a government-run primary school, stands as a cornerstone of education in the rural landscape of Assam, India. Established in 1932 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. Its commitment to learning is evident in its dedicated teaching staff and well-maintained facilities.

The school’s location within the BARPETA block of BARPETA district positions it within a community it actively serves. Instruction is conducted in Assamese, fostering a strong connection to local culture and language. The presence of a pre-primary section indicates a commitment to early childhood education, ensuring a smooth transition for young learners into formal schooling.

The school’s infrastructure includes four classrooms in good condition, providing ample space for effective teaching. A dedicated room for the head teacher further enhances administrative efficiency. While lacking a boundary wall and electricity, the school compensates with readily available hand pumps for drinking water and functional boys’ and girls’ toilets.

A notable feature of 242. MAIL KUCHI L.P. is its library, stocked with 150 books that provide valuable resources for students beyond the classroom curriculum. This commitment to literacy supports the holistic development of each child. While a playground is absent, the provision of ramps for disabled children showcases a dedication to inclusivity and accessibility.

The school’s teaching staff comprises one male and two female teachers, guided by the experienced head teacher, SAHERA KHATUN. Their combined expertise ensures a supportive and enriching learning environment. The school operates on an academic year starting in April, aligning with the regional educational calendar.

The midday meal program, provided and prepared within the school premises, addresses the nutritional needs of students, reducing barriers to education and ensuring their well-being. This initiative further underlines the school’s comprehensive approach to student care.

The absence of computers and a computer-aided learning lab reflects the ongoing challenges faced by many rural schools in resource acquisition, however, the school’s focus on fundamental learning and literacy remains steadfast.

The “Others” designation regarding the board for Class 10 and Class 10+2 indicates a unique educational pathway, perhaps reflecting regional or specialized curriculums not commonly found in larger urban settings.

In conclusion, 242. MAIL KUCHI L.P. stands as a testament to the dedication of educators and the importance of education in rural communities. Despite limited resources, the school provides a foundational education that empowers young learners to pursue their future aspirations. Further investment and support could greatly enhance its facilities and learning opportunities. The school’s commitment to providing quality primary education, despite its challenges, deserves recognition and support.