93/1 PAKRIGURI L.P

⁹³⁄₁ PAKRIGURI L.P was established in 1928 and it is managed by the Department of Education. It is located in Rural area. It is located in JALAH block of BAKSA 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. Bodo 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.

⁹³⁄₁ PAKRIGURI L.P School: A Detailed Overview

⁹³⁄₁ PAKRIGURI L.P School, a government-run primary school in the rural area of JALAH block, BAKSA district, Assam, offers a glimpse into the educational landscape of a remote Indian village. Established in 1928 and managed by the Department of Education, this co-educational institution caters to students from Class 1 to Class 5. Its commitment to education is evident in its dedicated teaching staff and essential facilities.

The school’s infrastructure, while modest, serves its purpose effectively. The existing government building houses four classrooms, all in good condition, providing ample space for learning. Additionally, the school provides a separate room for the head teacher, ensuring a dedicated space for administrative tasks and teacher preparation. The school building lacks a boundary wall, and is currently without electricity, highlighting the need for further infrastructural development.

The school’s curriculum is primarily taught in the Bodo language, reflecting the local linguistic context and promoting cultural understanding among students. The presence of both male and female teachers underscores the school’s commitment to providing balanced and comprehensive education. A notable feature is the presence of a pre-primary section, providing early childhood education opportunities for younger children in the community.

Addressing the basic needs of students, the school provides access to clean drinking water through functional hand pumps. Sanitary facilities are available with one functional boys’ toilet and one functional girls’ toilet, ensuring a healthy and hygienic environment for the students. The school also boasts ramps for disabled children, ensuring accessibility and inclusivity within the school environment.

While lacking a library and playground, the school focuses on providing a foundational education for its students. The absence of these amenities underscores the need for future development and expansion. The school’s mid-day meal program, where meals are prepared and served on-site, demonstrates a commitment to the holistic development of students, ensuring that they are nourished and prepared for learning.

The school’s location, its relatively long history, and its commitment to providing quality education make it a vital asset to the community it serves. The fact that it operates without computers or a computer-aided learning lab suggests potential for technological integration in the future to enhance teaching methodologies.

The head teacher, BEHORI BASUMATARY, and the teaching staff play a critical role in shaping the future of the students. Their commitment and dedication to nurturing young minds in a challenging environment deserve recognition and support.

Looking ahead, the school could benefit from infrastructural improvements such as the construction of a boundary wall, electrification, the addition of a library and playground, and the incorporation of technology into the classroom. These additions would significantly enhance the learning environment and provide a more enriching experience for the students.

The absence of a computer lab and reliance on the Bodo language as the instruction medium also presents an opportunity to explore the integration of technology and potentially bilingual education approaches. This would equip the students with essential skills for navigating an increasingly digital and diverse world.

Ultimately, the success of ⁹³⁄₁ PAKRIGURI L.P school lies in its commitment to providing foundational education within its current constraints. Continued support and development efforts will allow it to grow and better equip its students for future success.