322 NO TETULTOLA (CHANDARDINGA

322 NO TETULTOLA (CHANDARDINGA was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in CHAPOR 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 Partial 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.

322 NO TETULTOLA (CHANDARDINGA) Primary School: A Comprehensive Overview

Nestled in the rural landscape of CHAPOR block, DHUBRI district, Assam, 322 NO TETULTOLA (CHANDARDINGA) Primary School stands as a vital pillar of education within its community. Established in 2006 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, offering a foundational education in Assamese. The school’s commitment to providing a nurturing learning environment is evident in its various features and initiatives.

The school’s infrastructure includes a government-provided building comprising two well-maintained classrooms, ensuring sufficient space for effective teaching. A dedicated area serves as a staff room, providing a space for teachers to collaborate and plan lessons. The school’s partially constructed boundary wall adds a degree of security to the premises. While currently lacking an electricity connection, the school ensures access to clean drinking water through functional hand pumps, demonstrating a proactive approach towards student well-being. Sanitary facilities are available, with separate functional toilets for boys and girls.

Further highlighting its dedication to education, the school boasts a library, though currently without any books. The availability of a library space underscores the school’s intention to enrich the learning experience by providing access to reading materials. The absence of a playground or computer-aided learning facilities, however, presents opportunities for future development and resource enhancement. The school’s commitment to providing meals is noteworthy, with mid-day meals prepared and served on the school premises, ensuring that students receive proper nourishment.

The school’s faculty consists of two teachers, one male and one female, fostering a collaborative and supportive teaching environment. The school’s management actively promotes inclusivity, with ramps for disabled children ensuring accessibility throughout the school premises. The absence of pre-primary education reflects the current focus on primary-level instruction. The absence of additional resources such as computers does not diminish the dedication and commitment of the faculty in providing quality education within the available constraints.

The school’s location, accessible by an all-weather road, enhances its accessibility for students. The academic year commences in April, aligning with the broader academic calendar of the region. While the school doesn’t currently have any computers or a computer-aided learning lab, the presence of a library—even if currently unstocked—suggests a forward-thinking approach to educational resources.

The school’s management actively works within the constraints of its current resources. The lack of additional resources does not preclude the school from offering a strong foundational education. The school prioritizes a supportive and inclusive environment for all students.

The school’s dedication to providing quality education within its limitations is commendable. Future development and expansion of the school’s resources will undoubtedly further enhance the learning experience.

322 NO TETULTOLA (CHANDARDINGA) Primary School serves as a testament to the importance of education in rural communities. The school continues to strive towards providing a holistic educational experience for its students.

The school’s overall structure and commitment highlight the ongoing efforts to improve educational infrastructure in rural areas. Future development and resource allocation could significantly enhance the students’ learning experience. The school’s commitment to providing a safe and conducive environment for learning is evident in its facilities.

The school’s dedication to its students and its community is a testament to the importance of basic education. The school’s future development will undoubtedly contribute to a brighter future for its students.