91 NO. PETLA JB SCHOOL

91 NO. PETLA JB SCHOOL was established in 1885 and it is managed by the Department of Education. It is located in Rural area. It is located in AGOMONI 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 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 Pucca But Broken 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 a library and has 110 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.

91 NO. PETLA JB SCHOOL: A Rural Primary School in Assam, India

91 NO. PETLA JB SCHOOL, a government-run primary school, stands as a testament to the commitment to education in the rural heartland of Assam, India. Established in 1885, this co-educational institution offers primary education from Class 1 to Class 5, catering to the educational needs of the local community. The school’s rich history and continued operation highlight its importance within the village.

Educational Structure and Facilities:

The school boasts four classrooms, each in good condition, ensuring a conducive learning environment for its students. A dedicated room serves the head teacher, emphasizing the importance of administrative support. While lacking a playground, the school compensates with a library containing 110 books, fostering a love of reading amongst its students. Hand pumps provide a reliable source of drinking water, a vital necessity in a rural setting. The school building, though described as “Pucca But Broken,” remains functional, showcasing resilience against the test of time. Importantly, the school includes separate and functional boys’ and girls’ toilets, addressing a crucial aspect of hygiene and sanitation for students. Ramps are available, ensuring accessibility for students with disabilities.

Instruction and Administration:

Assamese serves as the primary language of instruction. Two teachers, one male and one female, dedicate their efforts to educating the children. The school is managed by the Department of Education, reflecting a commitment to public education and ensuring adherence to educational standards. The head teacher, Santu Kr Kundu, plays a pivotal role in the school’s day-to-day operations and the overall academic success of the students. The school operates under the “Others” board for both Class 10 and Class 10+2, indicating a potential focus on local curriculum adaptation.

Community Engagement and Support:

The school’s location in a rural area highlights its critical role in providing education to children who might otherwise lack access. The provision of mid-day meals, prepared and served on the school premises, is a significant aspect of the school’s commitment to its students’ well-being, ensuring that nutritional needs are met alongside their academic pursuits. The absence of computer-aided learning and computers underscores the need for further technological advancements, highlighting potential areas for future development and resource allocation.

Accessibility and Infrastructure:

The school is accessible via an all-weather road, ensuring consistent access for students and staff throughout the year. The school operates within the AGOMONI block of the DHUBRI district in Assam. The lack of electricity presents a challenge, limiting the possibilities for extended learning hours and the integration of technology into the teaching process. The presence of a functioning library, despite the lack of computers, indicates the school’s dedication to providing core educational resources.

Future Outlook and Development:

The school’s long history and continued operation underscore its significance in the community. Future improvements could focus on enhancing infrastructure, particularly with regards to electricity and computer access, to further enhance the quality of education provided. This would enable the school to better equip its students with the skills needed to thrive in an increasingly digital world. Investing in updated technology and resources would significantly improve the learning experience.

Conclusion:

91 NO. PETLA JB SCHOOL serves as a vital educational hub for the local community, offering primary education despite infrastructural limitations. The dedication of its teachers and management, coupled with community support, ensures the school’s continued contribution to the educational development of children in the region. Addressing the existing infrastructural gaps, such as the lack of electricity and computer facilities, would allow the school to further enhance its contribution to the academic and social progress of its students. The school’s commitment to providing a well-rounded education, including mid-day meals and access for students with disabilities, demonstrates a dedication to student success.

Keywords: 91 NO. PETLA JB SCHOOL, Assam, India, primary school, rural education, government school, education, co-educational, library, mid-day meal, accessibility, infrastructure, technology.