2NO. GAREMARI HABI LPS.

2NO. GAREMARI HABI LPS. was established in 1981 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 1 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 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.

2NO. Garemari Habi LPS: A Rural Primary School in Assam

2NO. Garemari Habi LPS, a government primary school located in the rural Barpeta district of Assam, India, offers a glimpse into the educational landscape of a typical village. Established in 1981 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, with a dedicated pre-primary section catering to younger learners. The school’s commitment to education is evident in its dedicated teaching staff and its provision of a mid-day meal program, prepared and served within the school premises.

The school’s infrastructure, while modest, serves its purpose. It comprises a single classroom, ensuring an intimate learning environment for the students. Sanitary facilities are provided via separate boys’ and girls’ toilets, reflecting a commitment to providing basic necessities. The presence of a playground underscores the importance of physical activity in the school’s holistic approach to education. The school’s location in a rural setting is further emphasized by its reliance on hand pumps as its primary source of drinking water.

The teaching staff consists of two male teachers, utilizing Assamese as the medium of instruction. This choice reflects the local linguistic context, ensuring accessibility and understanding for all students. The head teacher, Shahjahan Khan, leads the school, providing guidance and support to both the faculty and the students. The school’s management falls under the Department of Education, ensuring compliance with government standards and guidelines.

The school’s operational characteristics further highlight its rural context. The lack of electricity and a boundary wall reflect resource constraints often faced in rural areas. Similarly, the absence of a computer lab and computers points to the need for further technological advancements. The school’s academic focus remains firmly rooted in the primary curriculum, with the absence of higher secondary level education further highlighting its primary school status. The school is readily accessible via an all-weather road, ensuring consistent student attendance throughout the year.

Despite the absence of certain amenities, the school’s commitment to providing quality education is unwavering. The dedicated teachers and the provision of basic facilities show the school’s commitment to the children’s learning. The mid-day meal program addresses nutritional needs and promotes regular attendance. The presence of a playground highlights the importance of extracurricular activities, fostering holistic development in the students.

The school’s operation within the framework of the Department of Education ensures compliance with educational standards and provides access to essential resources. The rural setting of the school further shapes its operational context, reflecting the unique challenges and opportunities faced in rural education. The school’s focus on primary education emphasizes the foundational level of learning. Future development could possibly include improvements to infrastructure, inclusion of technology, and potential expansion of its curriculum.

The school’s location in the rural Barpeta block contributes to its unique identity. The close-knit community likely plays a vital role in supporting the school and its students. The school’s role extends beyond imparting academic knowledge; it contributes significantly to the development of the local community by providing essential educational opportunities. The presence of a pre-primary section indicates the school’s commitment to early childhood education, laying a strong foundation for the students’ academic journey.

The provision of both boys’ and girls’ toilets underscores the school’s commitment to gender equality and inclusivity. Providing safe and separate toilet facilities demonstrates a recognition of the fundamental needs of the students, regardless of gender. These basic facilities contribute to a welcoming and supportive learning environment. The dedicated teaching staff and the head teacher’s leadership ensure that the school’s mission is upheld. The absence of contract teachers suggests a stability in the teaching staff, fostering consistency in the students’ educational experience.

The school’s adherence to a set academic calendar, starting in April, aligns with the educational framework of the region. This ensures the school operates synchronously with other educational institutions, allowing for consistency and coordination. This consistency further promotes effective learning and curriculum delivery. The school’s educational approach and resource allocation are tailored to the specific needs and circumstances of the rural community it serves.

In conclusion, 2NO. Garemari Habi LPS, despite its modest resources, stands as a testament to the importance of primary education in rural Assam. The school’s dedication to its students, coupled with the support of the Department of Education, ensures a strong foundation for the children’s future. While further development is desirable, the existing infrastructure and committed teaching staff contribute significantly to the educational landscape of the region. The school’s continued operation is crucial for the ongoing development of the community.