76 NO GUMRA BAGAN LPS

76 NO GUMRA BAGAN LPS was established in 1969 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 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 None 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.

76 No Gumra Bagan LPS: A Profile of a Rural Primary School in Assam, India

76 No Gumra Bagan LPS, a government-run primary school, stands as a vital educational institution serving the rural community of Katigorah block in Cachar district, Assam. Established in 1969 under the Department of Education, this co-educational school caters to students from Class 1 to Class 5, providing a foundation in Bengali.

The school’s infrastructure includes a government building with two classrooms, all in good condition, ensuring a conducive learning environment for its students. A dedicated room serves as the head teacher’s office, reflecting the school’s commitment to administrative efficiency. The presence of a playground underscores the school’s focus on holistic child development, encouraging physical activity and social interaction. Importantly, ramps are available, ensuring accessibility for students with disabilities.

The school boasts a dedicated staff of two male teachers, guiding and mentoring the students. Mid-day meals are provided and prepared within the school premises, addressing the nutritional needs of the children and ensuring their engagement in the learning process. While the school currently lacks electricity and a boundary wall, its management is committed to providing a safe and functional learning environment within the available resources.

The school’s teaching methodology is rooted in Bengali instruction, reflecting the local linguistic context. Interestingly, the school’s management adheres to a “Others” board for Class 10 and Class 10+2, suggesting a flexible approach to curriculum alignment, adapting to the specific educational needs and requirements of the community it serves. The school’s rural location necessitates a resilient approach to logistical challenges.

The absence of a library and computer-aided learning facilities highlights areas where future development could significantly enhance the educational experience for students. These potential enhancements could equip students with additional resources and modern learning tools, enriching the learning process and broadening educational opportunities.

The Head Teacher, Pradyut Kr Paul, plays a crucial role in the school’s daily operation, providing leadership and guiding the teachers in fulfilling their educational objectives. The school’s management continues to prioritize the well-being and education of its students despite infrastructural limitations, demonstrating commitment to community service and educational progress.

The school’s functionality is noteworthy given the absence of female teachers and computer resources. The commitment to providing meals on the premises underscores the school’s dedication to student welfare. The focus on accessibility with ramps available for disabled children highlights a commitment to inclusive education.

While there are areas for potential development, such as the addition of a library, computer lab, and electricity, the school’s dedication to providing a basic education in a rural setting is commendable. The school’s existing infrastructure, dedicated teachers, and focus on student well-being form a strong foundation for future growth and improvement.

The school’s location in a rural area presents both challenges and opportunities. Access to resources may be limited, but the close-knit community can offer a strong support system for the school’s continued success. The school’s long history, spanning over five decades, reflects its enduring role in the community.

In conclusion, 76 No Gumra Bagan LPS serves as a testament to the dedication of educators in providing primary education in a rural setting. While infrastructural improvements could enhance the learning experience, the existing resources, committed teachers, and focus on student welfare create a positive learning environment for the children of the community.