243 NO DEWANER ALGA PT-II AP

243 NO DEWANER ALGA PT-II AP was established in 2006 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 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 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 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.

243 No Dewaner Alga Pt-II AP: A Rural Primary School in Assam

243 No Dewaner Alga Pt-II AP is a government-run primary school located in the rural area of Mankachar block, Dhubri district, Assam. Established in 2006, this co-educational institution is under the management of the Department of Education and serves students from Class 1 to Class 5. The school’s primary language of instruction is Assamese, catering to the local linguistic needs.

The school infrastructure consists of a government building with two classrooms, all in good condition. While lacking a boundary wall and electricity, the school provides essential amenities including separate boys’ and girls’ toilets and a functional hand pump for drinking water. A library is present, although it currently lacks books. The school’s location is accessible via an all-weather road, ensuring easy access for students and staff. The academic year begins in April, following the standard academic calendar.

Meals are provided and prepared on the school premises, signifying a commitment to the students’ well-being. The school employs two male teachers dedicated to providing quality education. Importantly, the school operates as a single-shift institution.

The absence of a pre-primary section, computers, and a computer-aided learning lab indicates areas for potential future development and resource allocation. Similarly, the lack of a playground might limit extracurricular activities and physical education opportunities for the students.

Further improvements could include the construction of a boundary wall for added security, the installation of electricity for better lighting and technological integration, and the acquisition of books for the library to enrich learning resources.

The school’s management could consider exploring partnerships with NGOs or local organizations to secure funding for the upgrades and enhancements required. This would greatly enhance the learning environment and improve the overall quality of education provided.

The lack of a computer lab could be addressed through the implementation of digital literacy programs or the integration of tablets for learning. This would align the school with modern teaching methodologies and prepare students for the digital age.

A well-maintained playground would offer a valuable space for recreation and physical activity, contributing to the holistic development of the students. The addition of playground equipment could further enhance this area and provide a safe and engaging space for play.

The school’s rural location requires specific attention to infrastructure development to create a stimulating learning environment and ensure accessibility for all students. Continued support and investment are crucial for the school’s growth and to fulfill its educational goals.

The Department of Education could play a vital role in providing the necessary resources and support for these improvements. This would enhance the learning experience and create a more comprehensive and effective educational setting for the students of 243 No Dewaner Alga Pt-II AP.

In conclusion, 243 No Dewaner Alga Pt-II AP serves as a crucial educational institution in its community. By addressing the identified areas for improvement and seeking further support, the school can continue to provide quality education and empower its students for a brighter future.