986 NO GOBARADAL LPS

986 NO GOBARADAL LPS was established in 1948 and it is managed by the Department of Education. It is located in Rural area. It is located in PUB NALBARI block of NALBARI 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 Pucca But Broken boundary wall. The school has 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 a playground. The school has a library and has 25 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.

986 NO Gobaradal LPS: A Comprehensive Profile of a Rural Primary School in Assam

986 NO Gobaradal LPS, a primary school nestled in the rural heartland of Assam, stands as a testament to the enduring commitment to education in the region. Established in 1948, this government-run co-educational institution plays a vital role in shaping young minds. Its rich history and current state provide a compelling case study of rural education in India.

The school’s infrastructure, while functional, reflects the challenges faced by many rural schools. The pucca but broken walls highlight the need for ongoing maintenance and investment in infrastructure. Despite this, the school boasts three classrooms, ensuring sufficient space for its students. The presence of a playground, library stocked with 25 books, and hand pumps for drinking water indicates a conscious effort to provide a holistic learning environment. Significantly, the school provides mid-day meals, prepared on-site, addressing a critical need for students’ nutritional well-being.

The school’s academic focus is on primary education, encompassing grades 1 through 5. Assamese serves as the medium of instruction, reflecting the local linguistic context. The presence of a pre-primary section underscores the school’s commitment to early childhood development. The school’s management lies with the Department of Education, ensuring alignment with government policies and curriculum standards.

The school is staffed by two male teachers and one head teacher, Arjun Ch Deka, providing a dedicated teaching force. The provision of ramps for disabled children showcases the school’s commitment to inclusivity. The absence of computers and a computer-aided learning lab, however, underscores the need for modernization and integration of technology in the curriculum. This would significantly enhance the learning experience and prepare students for future challenges.

The school’s location in the Pub Nalbari block of the Nalbari district places it within a specific socio-economic context. Understanding this context is crucial for evaluating the school’s performance and identifying areas for improvement. Further research into the community’s educational needs and aspirations would complement this profile.

The school’s reliance on hand pumps for drinking water, though functional, highlights the potential for improvements in water infrastructure. Investing in a more sustainable and reliable water source could significantly benefit the students and staff. Similarly, addressing the state of the boundary wall would enhance the overall security and aesthetic appeal of the school.

Despite its challenges, 986 NO Gobaradal LPS demonstrates resilience and a commitment to providing quality education in a rural setting. The school’s enduring legacy since its establishment in 1948 speaks to its significance within the community. The availability of separate boys’ and girls’ toilets emphasizes the school’s commitment to providing a safe and comfortable learning environment. The school’s single-story building efficiently accommodates its operational needs.

The school’s location is easily accessible, a crucial factor for student attendance, especially in rural areas. The school calendar aligns with the common academic year, starting in April. The efficient use of available resources and the dedication of the teaching staff contribute to the overall success of 986 NO Gobaradal LPS.

Efforts to improve infrastructure, technology integration, and teacher training would greatly enhance the school’s capacity. Further, engaging with local communities and stakeholders can strengthen the school’s ties to its environment and secure its future.

In conclusion, 986 NO Gobaradal LPS serves as a vital educational hub in its community. While challenges remain, the school’s dedication, combined with targeted investments, can foster continued growth and ensure a brighter future for its students. This profile provides a valuable snapshot of a rural school in Assam, highlighting its strengths and areas where support is needed.