HIMALAYA SERPHANG GUDI FARAISALI

HIMALAYA SERPHANG GUDI FARAISALI was established in 1998 and it is managed by the Department of Education. It is located in Rural area. It is located in JALAH block of BAKSA 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. Bodo 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 1 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 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.

Himalaya Serphang Gudi Faraisali Primary School: A Profile

Himalaya Serphang Gudi Faraisali, a government primary school located in the rural Jalah block of Baksa district, Assam, India, provides education to children from Class 1 to Class 5. Established in 1998 under the Department of Education, this co-educational institution offers a pre-primary section, catering to a wider range of students. Instruction is conducted in Bodo, reflecting the local linguistic landscape. The school’s accessibility is enhanced by its all-weather road approach, ensuring consistent access for students and staff. The academic year commences in April, aligning with the regional academic calendar.

The school’s infrastructure includes a government-provided building, equipped with a single classroom in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. While it boasts a playground for recreational activities, the school currently lacks a library and a boundary wall. The absence of electricity presents a challenge, but clean drinking water is readily available via functional hand pumps. Crucially, ramps for disabled children ensure inclusivity and accessibility within the school environment. The school also provides mid-day meals, prepared and served on the premises, contributing to the nutritional well-being of the students.

The school’s dedicated staff comprises two teachers, led by Head Teacher Hagam Ch Baro, committed to providing quality education to the students. The teaching staff, solely comprised of male teachers, underscores a need for further development in staff diversity. This presents an opportunity for the school to further broaden its staffing to better reflect the diversity of the student population. The absence of female teachers and pre-primary teachers highlights potential areas for improvement in the overall teaching capacity. Further growth opportunities also lie in enhancing technological capabilities within the school. The lack of computers and a computer-aided learning lab could be addressed through strategic investment and technological advancements.

The school’s rural location presents both opportunities and challenges. Leveraging the community’s resources and building stronger partnerships could further enhance the school’s resources and contribute to the overall educational environment. Community involvement in school development initiatives, including infrastructure improvement, can significantly benefit the students and the community as a whole.

The school’s commitment to providing a safe and conducive learning environment is evident in the presence of a girls’ toilet and the provision of ramps for accessibility. However, the absence of a boys’ toilet highlights an immediate infrastructural need that warrants attention and investment. The lack of a boundary wall also presents a security concern that should be addressed to provide a secure and protective environment for the children.

This profile highlights Himalaya Serphang Gudi Faraisali’s strengths, including its committed teaching staff, its provision of mid-day meals, and its commitment to providing accessible learning environments for all students. The school’s dedication to providing education in the local language, Bodo, also emphasizes its connection to the local community. However, there are clear areas for improvement, particularly in infrastructure development, staff diversity, and the integration of technology into the curriculum. Addressing these areas could significantly enhance the quality of education offered and create a more comprehensive learning experience for the students.

Future development plans for the school should focus on attracting female teachers and addressing the lack of boys’ toilet facilities and a boundary wall. Investment in technology, through the provision of computers and the establishment of a computer-aided learning lab, would significantly enhance teaching methods and student engagement. Further strengthening community involvement can lead to sustainable growth and enhance the overall educational experience for the children of this rural community.

The pincode of the school is 781327, which can be helpful for location verification and postal communication. Further information on the school can be sought through the Department of Education, Baksa District, Assam. The school’s unique location, its dedication to local language instruction, and its commitment to providing a fundamental education to children make it a crucial part of the educational landscape of the region. This primary school plays an integral role in shaping the future of the community it serves.

The school’s dedication to providing a basic education and ensuring inclusivity, despite infrastructural limitations, highlights the importance of continued support and investment in rural education. Improvements in facilities, staff diversity, and technological integration will further enhance its capabilities and ensure that students receive a holistic and enriching education, equipping them for future success.

Himalaya Serphang Gudi Faraisali Primary School stands as a testament to the commitment to education in rural Assam. Its ongoing journey of growth and development, supported by community engagement and investment, will further enhance its potential to educate and empower the children of the region.