970 DAKHIN GHILAZARI L.P.

970 DAKHIN GHILAZARI L.P. was established in 1956 and it is managed by the Department of Education. It is located in Rural area. It is located in BHAWANIPUR 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 5 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.

970 Dakhin Ghilazari L.P. School: A Profile

970 Dakhin Ghilazari Lower Primary (L.P.) School, established in 1956, serves the rural community of BHAWANIPUR block in BARPETA district, Assam. Operating under the Department of Education, this co-educational institution offers primary education from Class 1 to Class 5, with a notable inclusion of a pre-primary section. Assamese serves as the primary language of instruction.

The school’s infrastructure comprises a government-provided building featuring five classrooms, all in good condition. The school utilizes hand pumps as its source of drinking water, ensuring accessibility for students. Accessibility is further enhanced by the provision of ramps for disabled students, reflecting a commitment to inclusivity. While the school lacks a boundary wall and electricity, the presence of separate boys’ and girls’ toilets underscores a dedication to providing basic facilities.

The teaching staff consists of one male teacher and one female teacher, working collaboratively to deliver the curriculum. Meals are provided and prepared on the school premises, addressing the nutritional needs of the students. The school’s operational structure is quite simple, focusing on core educational provision.

The school’s academic focus is strictly primary education (classes 1-5), with the curriculum aligning with the educational standards set by the Department of Education. The absence of a library and computer-aided learning facilities highlights areas where future development could significantly enhance the learning experience. The lack of a playground also presents an opportunity for improvement in the school’s overall facilities.

Further development of resources would significantly enhance the quality of education provided. While the existing infrastructure offers a functional learning space, the addition of a library, computers, and a playground would greatly enrich the students’ overall experience. The incorporation of computer-aided learning would also enhance the engagement and understanding of the students.

The school’s management by the Department of Education ensures adherence to established educational standards and provides administrative support. The commitment to providing a meal program further demonstrates a focus on student well-being. The accessibility features, such as the ramps for disabled students, also reflect a commitment to inclusion and equal opportunities.

The school’s location in a rural area reflects its significant role in providing basic education to the local community. The absence of certain facilities, such as a boundary wall and electricity, indicates potential areas where infrastructural improvements could be made. The existing facilities, however, are functional and meet the basic requirements for educational delivery.

Despite its limitations, 970 Dakhin Ghilazari L.P. School continues to serve its community, providing foundational education to young learners. Future enhancements to the school’s facilities could significantly enhance the learning environment and opportunities for the students. Improvements to infrastructure, technology, and extracurricular resources could greatly benefit the students and further enhance the school’s positive impact on the local community.

The absence of a library and computer resources, whilst limiting the learning opportunities, can be addressed through focused initiatives to secure additional funding or partnerships. Such collaborations could provide access to technological resources and educational materials, supplementing the existing curriculum and fostering a more enriched learning experience for the students.

970 Dakhin Ghilazari L.P. School’s dedication to providing primary education in a rural setting is commendable. With the necessary support and resources, this school has the potential to become an even more vital asset to the community, providing its students with a richer and more comprehensive education. This progress would necessitate focused efforts on securing additional funding and establishing partnerships to improve facilities and enhance the overall educational experience.