510 NO DILURAM PATHSALA

510 NO DILURAM PATHSALA was established in 1950 and it is managed by the Department of Education. It is located in Rural area. It is located in KATIGORAH block of CACHAR 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. Bengali 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 3 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 Tap Water 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 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.

510 No Diluram Pathsala: A Rural Primary School in Assam, India

510 No Diluram Pathsala, a government-run primary school, stands as a vital educational institution serving the rural community of Assam, India. Established in 1950 under the Department of Education, this co-educational school provides primary education from Class 1 to Class 5, offering a crucial foundation for young learners in the region. The school’s rural location underscores its role in bridging the educational gap and empowering children in underserved areas.

The school’s infrastructure includes three classrooms in good condition, providing adequate space for learning activities. While lacking a boundary wall and electricity, the school ensures access to clean drinking water through a functional tap water system. Sanitary facilities are provided with one boys’ toilet and one girls’ toilet, both operational and essential for the students’ well-being. The school’s commitment to students’ overall development is further reflected in the provision of midday meals, prepared and served on the school premises.

Instructed in Bengali, the school employs a dedicated team of three teachers – two male and one female – working collaboratively to deliver quality education. The absence of a pre-primary section currently limits the school’s reach to older children, but its presence significantly contributes to the literacy and educational development of its current students. The school’s management actively supports the teaching staff, providing a conducive environment for both students and teachers to thrive.

Accessibility is a key consideration in the school’s location, with convenient all-weather road access ensuring students can attend regardless of weather conditions. The academic year commences in April, mirroring the wider educational calendar in India. The school’s leadership is in the capable hands of Head Teacher Bijoya Rani Das, who guides the teaching staff and manages the daily operations. The school’s administrative framework ensures efficient operations and provides a supportive environment for learning.

Beyond the core curriculum, the school focuses on providing a holistic educational experience. While lacking computer-aided learning, a library, and a playground, the school actively utilizes available resources to ensure quality instruction. This focus on essential learning and core educational needs demonstrates a prioritization of basic academic skills in a resource-constrained environment.

The school’s operational status is noteworthy, considering the absence of certain facilities. The decision not to construct a boundary wall might stem from resource allocation priorities, while the lack of electricity points to infrastructural challenges common in many rural areas. These constraints, however, do not diminish the vital role the school plays in the community.

The absence of computers and a computer lab reflects the realities of many educational institutions in rural settings, where access to technology may be limited. The school’s commitment to providing quality education despite these resource challenges is a testament to the dedication of the staff and the importance placed on learning within the community.

The school’s management, under the Department of Education, plays a crucial role in ensuring that the institution remains functional and meets the educational needs of the students. Regular assessments and monitoring by the Department ensure adherence to educational standards and provide support where needed. The continuous operation of the school serves as a beacon of educational opportunity for children in this rural region of Assam.

510 No Diluram Pathsala’s existence underscores the importance of government-funded schools in providing access to education in remote areas. Despite infrastructural limitations, the dedicated teachers and the supportive management of the school ensure that children receive a foundational education. This school represents a vital cornerstone of community development, promoting literacy, and ultimately empowering the next generation.

The school’s success in providing primary education, despite its limitations, highlights the importance of adapting to resource constraints and focusing on core educational priorities. The school continues to serve its community effectively, providing a foundation for future learning and opportunities for the students under its care. Its commitment to education in a rural setting remains a commendable example of dedication and resilience.