266.LANGLA .JR. BASIC SCHOOL

266.LANGLA .JR. BASIC SCHOOL was established in 1938 and it is managed by the Department of Education. It is located in Rural area. It is located in RUPSHI 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 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.

266.LANGLA JR. BASIC SCHOOL: A Profile of a Rural Assam Primary School

266.LANGLA JR. BASIC SCHOOL, a government-run primary school located in the rural RUPSHI block of BARPETA district, Assam, offers a glimpse into the educational landscape of a typical rural Indian community. Established in 1938 and managed by the Department of Education, the school serves students from Class 1 to Class 5.

The school’s infrastructure comprises four classrooms, all in good condition, housed in a government building. While lacking a boundary wall and electricity, the school provides essential amenities such as hand pumps for drinking water and separate functional toilets for boys and girls. The absence of a playground and library, however, points towards potential areas for improvement in the school’s facilities. Importantly, ramps are available for students with disabilities, ensuring inclusivity.

The school’s teaching staff consists of five teachers – three male and two female – led by Head Teacher NURUL AMIN. The instruction medium is Assamese, reflecting the local language context. The school operates as a co-educational institution and includes a pre-primary section, catering to a broader age range within the community. The school follows the academic calendar, commencing its sessions in April.

The school provides mid-day meals prepared on the premises, contributing to the nutritional well-being of its students. The fact that the school is categorized as “Others” concerning class 10 and 10+2 board affiliations suggests a possible alignment with a local or regional board rather than the national boards. The school’s rural location and reliance on hand pumps for water highlight its context within a community potentially facing challenges related to infrastructure development.

The absence of computer-aided learning and computers, as well as a library, points towards potential areas where technological upgrades and resource enhancement could significantly benefit the students’ learning experience. These aspects represent opportunities for future development and improvement within the school.

The school’s non-residential nature and the lack of a school building for shift-school operations further emphasize its character as a localized community center for primary education. The school’s long history and continued operation speak volumes about its importance within the RUPSHI community.

The accessibility of the school via all-weather roads suggests a level of connectivity to the broader region, facilitating the movement of students and teachers. However, the need for improvements in infrastructure and technology remains a key area requiring attention and investment.

The school’s co-educational nature promotes inclusivity, providing equal educational opportunities for both boys and girls. The presence of both male and female teachers fosters a diverse teaching environment. This gender balance within the teaching staff is a significant asset for the school.

In summary, 266.LANGLA JR. BASIC SCHOOL plays a vital role in providing primary education to the children of the RUPSHI community. While facing certain infrastructure limitations, the school’s commitment to providing basic education, mid-day meals, and a safe environment demonstrates its dedication to the community’s educational needs. Future investments in infrastructure, technology, and resources would further enhance the school’s capacity to provide a holistic learning experience for its students. The school’s continued success depends on sustained community support and investment in its future.