278 NO. PUTHI KHAITY MAQTAB

278 NO. PUTHI KHAITY MAQTAB was established in 1925 and it is managed by the Department of Education. It is located in Rural area. It is located in RUPAHI block of NAGAON 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 2 girls toilet and it is functional. The school has a playground. The school has a library and has 50 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.

278 No. Puthi Khaity Maqtab: A Rural Primary School in Assam, India

278 No. Puthi Khaity Maqtab, a government-run primary school, stands as a vital educational institution serving the rural community of Rupahi block in Nagaon district, Assam, India. Established in 1925, this co-educational school plays a crucial role in providing foundational education to children in the area. The school’s commitment to education is evident in its dedicated team of four teachers, including one head teacher, Abul Kalam Azad, and a balance of male and female educators.

The school’s infrastructure, though modest, is functional. The government-provided building houses four well-maintained classrooms, creating a conducive learning environment for its students. Supporting the academic pursuits are a library stocked with 50 books, and a playground providing recreational space for the children.

A significant feature of the school is its provision of mid-day meals, prepared and served on the school premises. This crucial initiative ensures that students receive proper nourishment, contributing to their overall well-being and educational progress. The school prioritizes accessibility, featuring ramps for disabled children, and ensuring functional hand pumps offer a reliable source of drinking water. Separate functional toilet facilities for boys and girls are also available.

The school’s curriculum focuses on Assamese as the medium of instruction, catering to the local linguistic context. The school operates from Class 1 to Class 5, offering a complete primary education. Interestingly, it also includes a pre-primary section, extending educational opportunities to even younger children.

While the school does not currently have electricity or a boundary wall, its commitment to education shines through in its available resources. The absence of computers and a computer-aided learning lab reflects the challenges faced in providing technologically advanced resources in a rural setting. However, the presence of a library, playground, and dedicated teachers demonstrates the school’s dedication to providing a holistic learning experience.

Despite the limitations, 278 No. Puthi Khaity Maqtab serves as a cornerstone of education in its rural community. The school’s long-standing history, along with its commitment to providing a basic education and mid-day meals, makes it a valuable asset to the region. The dedication of its teachers and the presence of essential facilities, such as the library and playground, highlight the efforts made to provide a supportive learning environment.

The school’s location in a rural area underscores the importance of its continued operation and potential for future growth. Investing in resources like electricity and technology could significantly enhance the educational experience for the students. Further development of the school’s infrastructure and resources will undoubtedly contribute to the academic success and overall well-being of its students.

The school’s management by the Department of Education ensures a degree of governmental oversight and support. This structured approach allows for potential access to further resources and opportunities for improvement. Continued support from local communities and government agencies will be instrumental in sustaining the school’s important role in educating the children of the region.

In conclusion, 278 No. Puthi Khaity Maqtab represents a steadfast commitment to education in a rural setting. The school’s perseverance, despite infrastructural limitations, underscores the dedication of its teachers and administrators. With ongoing support and potential future developments, the school can continue to positively impact the lives of its students and the wider community.

The school’s information serves as a valuable case study for understanding the challenges and successes of providing quality education in rural areas of India. Its focus on basic education, supplemented by mid-day meals and essential facilities, demonstrates a pragmatic approach to meeting the immediate needs of its students. Further research and analysis of similar schools could offer valuable insights into improving access to quality education across rural regions.