976 PUB CHENGLIMARI

976 PUB CHENGLIMARI was established in 1960 and it is managed by the Department of Education. It is located in Rural area. It is located in BAJALI 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 2 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 Others 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.

976 PUB CHENGLIMARI: A Rural Primary School in Assam, India

976 PUB CHENGLIMARI is a primary school located in the rural heartland of Assam, India. Established in 1960, this government-run institution plays a vital role in the education of the local community. Its location within the BAJALI block of BARPETA district underscores its contribution to rural development through education.

The school’s infrastructure includes a government building housing two classrooms, ensuring a conducive learning environment for its students. The presence of separate boys’ and girls’ toilets highlights the school’s commitment to providing basic amenities. The school’s reliance on hand pumps for drinking water indicates the context of its rural setting. The absence of electricity, a playground, and a library, however, point to areas where potential improvements could significantly enhance the learning experience.

The school’s academic focus is on primary education, encompassing classes from 1 to 5. The medium of instruction is Assamese, reflecting the local linguistic landscape. The co-educational nature of the school promotes inclusivity and equal opportunities for both boys and girls. A noteworthy feature is the availability of a pre-primary section, catering to the educational needs of younger children.

The school’s teaching staff consists of two male teachers, who provide instruction across the various subjects. The school’s management falls under the Department of Education, highlighting its connection to the broader educational framework of the state. The school’s head teacher, Kanak Chandra Khataniar, leads the team in providing quality education.

The school’s building features “Others” as its wall type, indicating a construction style typical of the region. The lack of a computer-aided learning lab or computers reflects the limitations of resources in a rural setting, presenting opportunities for technological enhancements to modernize the teaching methods.

The school’s mid-day meal program, provided and prepared on the school premises, plays a crucial role in ensuring the nutritional well-being of the students. This initiative addresses the needs of students who may face food insecurity, supporting their overall development.

The school’s rural location and accessibility by all-weather roads improve its approachability for students from the surrounding areas, despite the challenges faced by infrastructure limitations. The academic session begins in April, aligning with the regional academic calendar.

The absence of a school library and limited resources underscore the ongoing needs for further development. However, the presence of a committed teaching staff and the provision of essential facilities such as toilets and the mid-day meal demonstrate the school’s ongoing efforts to serve its students effectively. Further investment in infrastructure, technology, and resources would undoubtedly enhance the quality of education provided at 976 PUB CHENGLIMARI.

The school’s commitment to providing a quality education in a resource-constrained setting serves as a testament to the dedication of its teachers and staff. This dedication, coupled with community support and potential future investments, can significantly improve the school’s ability to provide a holistic educational experience.

Future initiatives to enhance the school’s facilities and resources could include securing electricity, constructing a library, developing a playground, and integrating technology into the curriculum. Such improvements would create a more engaging and stimulating learning environment for the students, further improving educational outcomes. The progress of 976 PUB CHENGLIMARI serves as a microcosm of the challenges and triumphs of rural education in India.