299 NO POHI PARA (FRESH) AP

299 NO POHI PARA (FRESH) AP was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in BILASIPARA 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 a 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.

299 No Pohi Para (Fresh) AP: A Rural Primary School in Assam, India

299 No Pohi Para (Fresh) AP is a government primary school located in the rural area of Bilasipara block, Dhubri district, Assam, India. Established in 2006, this co-educational institution is managed by the Department of Education and offers classes from 1 to 5. The school’s instruction medium is Assamese, catering to the local linguistic needs. It provides mid-day meals, prepared and served on the school premises, ensuring students receive proper nutrition.

The school building, while governmental in nature, is relatively modest, featuring two classrooms suitable for instruction. These classrooms are reported to be in good condition. The school also boasts a functional playground, vital for physical activity and recreation. Furthermore, a library is available, although it currently lacks books. Access for students with disabilities is facilitated by the presence of ramps.

The school’s infrastructure includes separate boys’ and girls’ toilets, both of which are functional. However, the school lacks electricity and a boundary wall. The primary source of drinking water is hand pumps, a common feature in rural areas. The school’s staff currently consists of two male teachers, dedicated to providing quality education to the students.

While the school doesn’t offer pre-primary education or computer-aided learning, its focus remains on providing a strong foundation in basic education. The absence of computers and a dedicated computer lab is a notable aspect, reflecting the resource limitations faced by many rural schools.

Transportation to the school is not explicitly mentioned, but the description notes accessibility by all-weather roads, suggesting a reasonable level of connectivity to the surrounding communities. The academic year begins in April, aligning with the general academic calendar of the region.

The school’s management emphasizes the importance of basic education, working within available resources to provide a functional learning environment. Although improvements in facilities and resources could enhance the overall learning experience, the school plays a crucial role in providing primary education to the children in the rural area.

The absence of a pre-primary section and the lack of female teachers are notable points to consider in the context of educational development. These aspects could potentially impact the school’s ability to cater to the diverse needs of the student population.

Future developments for the school might include acquiring additional resources such as books for the library, computers and internet access for computer-aided learning, and potentially the construction of a boundary wall for enhanced security. The improvement of these facilities would significantly enhance the educational experience for the students.

The school’s location in a rural area highlights the challenges faced by many such institutions in developing regions. Addressing these challenges requires community involvement, government support and collaborative efforts to improve access to quality education for all children.

In conclusion, 299 No Pohi Para (Fresh) AP provides essential primary education in a rural setting, demonstrating the commitment to education in underserved areas. While the school has limitations, its existence underscores the ongoing efforts to provide educational opportunities for children in Assam. The school’s progress and future development will depend on continuous investment and support.