FAKIR PARA EGS

FAKIR PARA EGS was established in 2009 and it is managed by the Department of Education. It is located in Rural area. It is located in CHAMARIA block of KAMRUP RURAL 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 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 a 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.

Fakir Para EGS: A Rural Primary School in Assam, India

Fakir Para EGS, a government-run primary school, serves the rural community of Chamaira block in Kamrup Rural district, Assam, India. Established in 2009 under the Department of Education, this co-educational institution offers classes from 1st to 5th standard, with an attached pre-primary section catering to younger children. Assamese serves as the primary language of instruction.

Infrastructure and Facilities:

The school’s infrastructure includes a government-provided building with two classrooms, all in good condition. A playground provides a space for recreational activities. The school’s water supply comes from functional hand pumps, ensuring access to clean drinking water for students and staff. Separate boys’ and girls’ toilets are available on the premises. However, the school lacks a boundary wall and electricity.

Academic Details:

Fakir Para EGS follows a primary-level curriculum (1-5). A single female teacher currently provides instruction to the students. The school provides mid-day meals prepared on-site, addressing the nutritional needs of the children. Although there is a pre-primary section, it is currently not staffed. The school does not offer computer-aided learning or have a dedicated library.

Accessibility and Support:

The school is accessible via an all-weather road, ensuring year-round accessibility for students. Ramps for disabled children are in place, demonstrating a commitment to inclusivity. However, the lack of computers and a computer lab limits the opportunities for digital learning.

Management and Governance:

The school is under the direct management of the Department of Education, benefiting from government oversight and resource allocation. The school building is not used as a shift school.

Community Impact and Future Needs:

Fakir Para EGS plays a vital role in providing primary education to children in the rural Chamaira area. The school’s commitment to providing a safe and supportive learning environment is commendable, highlighted by the availability of toilets, a playground, and drinking water. However, the lack of electricity, a library, and additional teachers presents opportunities for future development.

Additional Information:

The school’s contact information is currently unavailable. Further details on the specific academic curriculum, enrollment numbers, and future plans could provide a more complete picture of the school’s operations and goals.

Call to Action:

Potential supporters and stakeholders interested in contributing to the development of this school can reach out to the relevant educational authorities in Assam to explore collaborative opportunities.

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Conclusion:

Fakir Para EGS represents a significant educational resource for its community. While challenges remain, the school’s dedication to providing basic education in a supportive environment is a testament to its importance in the broader context of rural development in Assam. Future improvements in infrastructure, technology, and staffing would further enhance the quality of education offered to the students.