958.BAGULA MARI L.P

958.BAGULA MARI L.P was established in 1959 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 3 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.

958. BAGULA MARI L.P School: A Profile

1. BAGULA MARI L.P School, established in 1959, serves the rural community of RUPSHI block in BARPETA district, Assam. Managed by the Department of Education, this co-educational primary school caters to students from classes 1 to 5, offering a pre-primary section as well. Instruction is delivered in Assamese. The school’s accessibility is ensured by an all-weather road, with academic sessions commencing in April.

The school building, a government structure, comprises three well-maintained classrooms dedicated to teaching, along with additional rooms for non-instructional activities and a designated space for the head teacher. While lacking a boundary wall and electricity, the school provides essential amenities. Clean drinking water is readily available through functional hand pumps. Separate, functional toilets are available for both boys and girls.

Accessibility for students with disabilities is addressed with ramps ensuring ease of access to the classrooms. The school’s focus remains on providing quality primary education, reflected in its commitment to providing mid-day meals prepared on-site. The school’s commitment to education is further emphasized by its two dedicated teachers, one male and one female.

The school’s infrastructure, though basic, prioritizes the needs of its students. The absence of a library and computer-aided learning facilities highlights areas for potential future development. The school’s lack of a playground indicates a need for outdoor recreational space to enhance the overall learning environment for its students.

The school’s simple infrastructure and limited resources reflect the challenges faced by many rural schools in India. Despite these constraints, the dedicated teachers and the provision of essential amenities like clean water and sanitation demonstrate a commitment to providing a basic level of education.

The school’s management is actively involved in ensuring the delivery of quality education to the students and providing them with the necessary resources, though certain improvements such as the addition of a library, playground, and computer lab could further enhance their learning experience.

The lack of a boundary wall and electricity poses some challenges, particularly regarding security and technological integration. However, the school’s commitment to offering midday meals speaks to the overall effort to support the holistic development of its students.

The school’s focus on primary education and the dedicated efforts of its teachers highlight the importance of access to education in rural communities. The school’s management could focus on procuring funding to address the needs mentioned above, to create a more robust and comprehensive learning environment.

The school’s simple yet functional infrastructure underscores the need for continuous improvement and investment in rural education. While the existing facilities meet basic requirements, upgrades in technology and resources could further enhance the quality of education delivered to the students.

1. BAGULA MARI L.P School serves as a testament to the dedication of educators in providing essential education to rural communities. Despite limitations in resources, the school’s commitment to providing a safe and supportive learning environment remains a significant contribution to the development of the region’s youth.