498 NO. SADURTILA G.LP SCHOOL

498 NO. SADURTILA G.LP SCHOOL was established in 1937 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 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.

498 No. Sadurtila G.L.P. School: A Rural Primary Education Hub in Assam

Nestled in the rural landscape of Mankachar block, Dhubri district, Assam, lies 498 No. Sadurtila G.L.P. School. Established in 1937, this government-run primary school plays a vital role in providing education to the local community. Under the management of the Department of Education, the school serves students from Class 1 to Class 5, offering a co-educational environment with an attached pre-primary section.

The school’s infrastructure comprises two classrooms, ensuring a conducive learning environment for its students. While lacking a boundary wall and electricity, the school boasts a playground and a library, albeit currently without any books. The school utilizes hand pumps as its source of drinking water, a crucial amenity for the students and staff. Importantly, ramps are available for disabled children, facilitating accessibility to the classrooms. The school also provides mid-day meals, prepared and served on the premises.

The dedicated teaching staff consists of four teachers, including three male teachers and one female teacher, led by Head Teacher Khalequr Islam. The school’s medium of instruction is Assamese, connecting the curriculum to the local language and culture. The school operates as a non-residential institution. The school does not have computers or a computer-aided learning lab.

The school’s operational details highlight its commitment to providing basic education. The academic year begins in April, following a typical academic calendar. The school operates under the “Others” board for classes 10 and 10+2, indicating a potentially flexible curriculum.

The location of the school in a rural setting underscores its significance in bridging the educational gap in remote areas. Its accessibility via an all-weather road ensures that students can attend school regardless of weather conditions.

The school’s history, stretching back to 1937, reflects its enduring role in the community. The continued commitment to providing education despite infrastructural limitations highlights the dedication of the staff and the need for continued support to enhance the learning resources available.

The provision of a mid-day meal is a critical support system for the students, ensuring their nutritional needs are met. This aspect underscores the school’s holistic approach to education, addressing not only academic needs but also basic welfare requirements.

The school’s co-educational nature promotes gender equality and inclusivity, a crucial aspect of modern education. The presence of a pre-primary section also signifies the school’s efforts to cater to younger children, laying a strong foundation for their future learning.

The absence of computers and a computer-aided learning lab presents an opportunity for improvement and potential future development. The addition of technology could enhance the learning experience and better prepare students for the future.

The lack of a boundary wall, while not directly impacting education, could be addressed to enhance security and create a more defined school boundary. Similarly, the lack of electricity presents challenges in providing optimal lighting and potentially impacting certain aspects of teaching and learning.

The school’s simple yet functional facilities and its dedicated teaching staff showcase the determination to provide essential education to the students despite resource limitations. Further investment in infrastructure and resources could greatly benefit the students and elevate the school’s overall capabilities. The school’s commitment to education, despite the challenges, makes it a valuable asset to the community.