378 NO PUB BORAIKANDI AP

378 NO PUB BORAIKANDI AP was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in MANKACHAR 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 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.

378 NO PUB BORAIKANDI AP: A Rural Primary School in Assam

378 NO PUB BORAIKANDI AP is a government-run primary school located in the rural area of Mankachar block, Dhubri district, Assam. Established in 2006, this co-educational institution is managed by the Department of Education and caters to students from Class 1 to Class 5. The school’s primary instruction medium is Assamese.

The school infrastructure comprises a government building with two classrooms, all in good condition. While the school lacks a boundary wall and electricity, it does offer essential amenities such as hand pumps for drinking water, a playground, and separate functional boys’ and girls’ toilets. The absence of a library and computers is noted. Importantly, the school provides mid-day meals prepared on the premises.

The school’s teaching staff consists of two male teachers. While there are no female teachers, the school’s small size and focus on primary education reflect the specific needs of the local community. The school does not offer pre-primary classes or any higher secondary education. It uses the “Others” board for class 10 and 10+2 examinations.

Accessibility is a key consideration for the school. It is accessible via an all-weather road, ensuring that students can attend regardless of weather conditions. The school’s academic year commences in April.

The school’s design and facilities reflect its rural context. While lacking some advanced amenities found in urban schools, the school’s basic infrastructure meets the needs of its students. The provision of mid-day meals is particularly noteworthy, addressing a critical aspect of student well-being.

The presence of ramps for disabled children highlights the school’s commitment to inclusivity. However, the lack of computers and computer-aided learning facilities represents an area for potential development and improvement. The school’s reliance on hand pumps for drinking water is a testament to its resourcefulness in a rural setting.

The school’s management by the Department of Education provides a framework of accountability and support. This ensures that the school operates within established educational standards and receives the necessary resources for effective functioning. The school’s relatively small size allows for a close-knit learning environment.

The absence of a library is a potential area for improvement, as access to books and learning materials beyond the classroom can significantly enhance the learning experience. Similarly, the integration of technology through computer-aided learning could greatly benefit the students.

Future development could focus on improving the school’s infrastructure by installing electricity and constructing a boundary wall for enhanced safety and security. The addition of a library and computer lab would further enhance the educational opportunities for the students.

In conclusion, 378 NO PUB BORAIKANDI AP serves as a vital educational institution within its community. Despite its limitations, it provides essential primary education and demonstrates a commitment to providing a safe and supportive learning environment. Future investment in the school’s infrastructure and resources could significantly improve its capacity to empower its students. The school’s dedication to education in a rural setting deserves recognition and continued support.