862.SHAWRACHARA L.P

862.SHAWRACHARA L.P was established in 1946 and it is managed by the Department of Education. It is located in Rural area. It is located in RUPSHI block of BARPETA 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 4 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 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.

Shawrachara Lower Primary School: A Profile

Shawrachara Lower Primary School (862.SHAWRACHARA L.P), located in the rural RUPSHI block of BARPETA district, Assam, is a government-run co-educational institution established in 1946. Operating under the Department of Education, it caters to students from Class 1 to Class 5, also offering a pre-primary section. Instruction is primarily conducted in Assamese.

The school’s infrastructure comprises a government building with four classrooms, all reportedly in good condition. While additional rooms are available for non-teaching activities, and a separate space is designated for the head teacher, the school currently lacks a boundary wall and electricity. Access to potable water is provided via functional hand pumps. Sanitary facilities include one boys’ toilet and one girls’ toilet, both functional. However, the school currently does not have a playground or library.

Despite lacking technological resources like computers and a computer-aided learning lab, the school provides midday meals prepared on-site. Ramps for disabled children are present, ensuring accessibility for all students. The school is easily reachable via an all-weather road, and its academic session commences in April.

The school’s commitment to education is evident, despite the limitations in resources. The teaching staff consists of two male teachers, dedicated to providing quality education to the children of the community. The absence of female teachers and a library highlights areas where improvement and resource allocation could significantly benefit the students.

The school’s management, the Department of Education, plays a crucial role in providing support and ensuring the continued functioning of the institution. Investment in infrastructure, technology, and additional teaching staff could dramatically enhance the learning environment.

The lack of a boundary wall raises safety concerns and indicates a need for infrastructural improvements. The absence of electricity also presents a challenge, limiting the opportunities for enhanced learning experiences.

The school’s long history and dedicated teachers demonstrate a commitment to education, despite facing resource constraints. Improved resources and infrastructure could significantly enhance the school’s capacity to provide a holistic and enriching education to its students.

Efforts should be made to address the shortage of teaching staff, enhance the facilities, and improve the school’s infrastructure to facilitate a better learning environment. Investing in a library, incorporating technology, and improving the overall safety of the school are all key priorities.

Community engagement and collaboration with local organizations are essential to support the school and provide resources that enhance its overall educational capacity. With additional support, Shawrachara Lower Primary School has the potential to offer a better learning experience for its students.

The school’s dedicated staff, amidst existing challenges, underscores the need for community support and government initiatives to improve the learning environment and provide better opportunities for the children of Shawrachara. This includes securing additional resources, addressing infrastructural deficiencies, and providing the tools necessary for a modern and comprehensive education.