934 NO. KRISHNAI BENGALI LP.

934 NO. KRISHNAI BENGALI LP. was established in 1952 and it is managed by the Department of Education. It is located in Rural area. It is located in MATIA block of GOALPARA 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. 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 6 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 a library and has 20 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.

934 No. Krishnai Bengali LP School: A Profile

934 No. Krishnai Bengali LP School, located in the rural MATIA block of GOALPARA district, Assam, is a government-run primary school established in 1952. Operating under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, also offering a pre-primary section. Instruction is primarily conducted in Bengali.

The school’s infrastructure includes a government building housing six classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. While lacking a boundary wall and electricity, the school provides essential amenities such as hand pumps for drinking water and separate functional toilets for boys and girls. A library stocked with 20 books serves as a valuable resource for students. Ramps are available to ensure accessibility for disabled children.

The school’s teaching staff comprises one male teacher and two female teachers, totaling three educators. The mid-day meal program is implemented on-site, ensuring students receive nutritious meals. The school’s curriculum adheres to the Others board for both Class 10 and Class 10+2 examinations. This reflects a commitment to providing a comprehensive primary education tailored to the local context.

The absence of a playground, computer facilities, and a computer-aided learning lab highlights areas where improvements could enhance the learning experience. However, the school’s commitment to providing education in a rural setting, coupled with its existing resources, makes a significant contribution to the community’s educational landscape.

The availability of a library, however small, emphasizes the importance placed on literacy and learning beyond the core curriculum. The provision of separate toilets for boys and girls underscores the school’s commitment to inclusivity and providing a safe and comfortable environment for all students. The presence of ramps further enhances the school’s accessibility.

The school’s reliance on hand pumps for drinking water, while functional, suggests an opportunity for improvement in terms of water infrastructure. This could potentially involve exploring alternative sources of clean drinking water to further enhance the hygiene and sanitation within the school.

The decision to use the “Others” board for higher secondary education likely reflects a response to the specific needs and resources available within the local community. This adaptable approach ensures that students have access to relevant educational pathways.

Although lacking modern technological resources, the school’s focus on providing a basic and functional education within a supportive environment is noteworthy. The dedication of the teachers and the existing infrastructure provide a foundation for learning and growth.

The school’s continued operation for over seven decades is a testament to its significance within the community. It demonstrates a sustained commitment to providing primary education, despite the challenges of operating in a rural setting. This long-standing presence highlights the value placed on education within the region and the enduring role the school plays in shaping the lives of its students.

The manageable student-teacher ratio suggests that each student receives individualized attention. This individualized attention, combined with the commitment to a strong foundational education, makes 934 No. Krishnai Bengali LP School a valuable asset to the community. Further improvements to facilities and resources would further enhance its capacity to provide quality education.