BELUBORI ADARSHA GIRLS MEM

BELUBORI ADARSHA GIRLS MEM was established in 1994 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in LAHARIGHAT block of MORIGAON district of Assam. The school consists of Grades from 6 to 8. The school is Co-educational and it doesn’t 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 Private 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 0 boys toilet and it is functional. and 0 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.

Belubori Adarsha Girls’ Memorial School: A Detailed Overview

Belubori Adarsha Girls’ Memorial (BAGM) school, established in 1994, stands as a testament to educational commitment in the rural heartland of Assam. Operated under private aided management, this upper primary school caters to students from classes 6 to 8, offering a valuable educational foundation within its community.

Located in the Lahari Ghat block of Morigaon district, Assam, BAGM provides instruction in Assamese. The school’s commitment to education is evident in its dedicated staff, comprising a team of eight teachers, including five male and three female educators, all guided by the Head Teacher, Khalilur Rahman. The school’s rural setting adds a unique dimension to its educational landscape.

The school’s infrastructure, although modest, serves its purpose effectively. Housed in a private building, the school boasts three functional classrooms, ensuring a conducive learning environment for its students. While lacking a boundary wall and electricity, BAGM compensates with a functional library holding 20 books, offering a valuable resource for students’ intellectual growth.

Addressing the crucial aspect of student well-being, BAGM provides midday meals, prepared and served on school premises, ensuring that students receive proper nourishment to support their learning. Access to clean drinking water is ensured through hand pumps located on the premises. The absence of a playground and computer-aided learning facilities presents opportunities for future development and infrastructural enhancement.

The school’s commitment to inclusivity is evident through its dedication to providing a conducive learning space. However, the absence of ramps for disabled children and toilets presents an area requiring improvement and expansion of facilities for the overall benefit of all students.

Despite these limitations, BAGM plays a crucial role in providing education to children in a rural setting. The presence of a dedicated library and the provision of midday meals underscores the school’s commitment to holistic student development.

The school’s rural location presents both challenges and opportunities. The access to the school via an all-weather road ensures accessibility for students and staff, irrespective of weather conditions. The academic year at BAGM commences in April, aligning with the typical academic calendar of the region.

BAGM’s focus on providing quality education within a resource-constrained environment highlights the dedication of the teaching staff and the importance of educational access in rural communities. Further investment in infrastructure improvements and resource expansion could significantly enhance the school’s capabilities.

The school’s commitment to providing a quality education in a rural setting highlights the dedication of its staff and the community’s support for the institution. Further development would benefit from improvements in infrastructure, especially in providing facilities like a playground, electricity, and improved sanitation to enrich the students’ overall experience.

In conclusion, Belubori Adarsha Girls’ Memorial School, while facing infrastructural challenges, stands as a vital educational institution in its rural community, offering valuable education to its students and showcasing the dedication of its teachers and management. Future improvements in infrastructure could further enhance the learning experience and opportunities available to the students.