LOHAJANI BARABALACHAR PRE-SR M

LOHAJANI BARABALACHAR PRE-SR M was established in 1996 and it is managed by the Department of Education. It is located in Rural area. It is located in AGOMONI block of DHUBRI 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 Government building. It has got 4 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.

Lohajani Barabalachar Pre-Sr M School: A Comprehensive Overview

Lohajani Barabalachar Pre-Sr M is a government-run upper primary school located in the rural area of AGOMONI block, DHUBRI district, Assam. Established in 1996 under the Department of Education, this co-educational institution caters to students from classes 6 to 8. The school’s primary instruction medium is Assamese, reflecting the local linguistic landscape. The school is easily accessible via an all-weather road, ensuring consistent attendance throughout the year. The academic year begins in April, aligning with the regional academic calendar.

The school infrastructure comprises a government-provided building, equipped with four well-maintained classrooms dedicated to instruction. While lacking a boundary wall and electricity connection, the school provides essential amenities. A reliable source of drinking water is available via hand pumps, ensuring the students’ hydration needs are met. Separate functional toilet facilities are available for both boys and girls, contributing to a safe and hygienic learning environment. Furthermore, the school boasts a playground, offering a space for recreational activities and physical development.

Despite lacking a library and computer-aided learning facilities, the school prioritizes effective teaching. A dedicated team of eight male teachers ensures comprehensive instruction. The head teacher, Abdul Karim Sarkar, leads the committed teaching staff. The school’s focus is solely on upper primary education (classes 6-8), which emphasizes its specialization and ensures dedicated resources for these crucial formative years. The school does not offer a pre-primary section.

The school’s management structure is clearly defined under the Department of Education, providing a framework for administrative efficiency and accountability. This organizational structure ensures adherence to established educational standards and provides a stable learning environment for its students. The mid-day meal program is operational, signifying a commitment to supporting the students’ nutritional needs and fostering better attendance.

The school’s location in a rural setting emphasizes its role in providing quality education to children in underserved communities. Its consistent provision of a basic learning environment demonstrates its commitment to improving educational opportunities in the region. The absence of certain amenities, such as a library and computers, highlights the ongoing needs for infrastructure development within the school and the wider community. The school’s management will likely prioritize the addition of these resources in the future.

The school’s operational details highlight its characteristics. Its commitment to providing education despite resource limitations speaks volumes about its dedicated staff and its importance to the local community. The absence of a pre-primary section and computer-aided learning facilities can be viewed as opportunities for expansion and future improvement.

The school operates as a non-residential facility, focusing solely on daytime educational activities. The lack of female teachers presents a point for potential future development, ensuring a balanced and diverse teaching staff. The school’s adherence to the “Others” board for class 10 and 10+2 suggests a potential focus on regional or specialized curricula.

The school’s management actively prepares and serves mid-day meals on the premises, highlighting its proactive approach to student welfare. The absence of contract teachers indicates a reliance on permanent staff, which helps provide consistent and experienced teaching. This consistency is further reinforced by the singular head teacher managing the team.

In summary, Lohajani Barabalachar Pre-Sr M school stands as a testament to consistent education delivery in a rural setting. While facing certain infrastructural challenges, the school’s dedicated staff and management strive to provide quality education to its students. The school’s commitment to providing a safe and supportive learning environment is evident in its provision of essential amenities such as toilets and a playground. Future growth may focus on enhancing facilities like the library, introducing computer-aided learning, and increasing teacher diversity.

The information provided paints a vivid picture of Lohajani Barabalachar Pre-Sr M school, showcasing its strengths, limitations, and future potential. Its ongoing contribution to education in the rural DHUBRI district is undeniable, making it a vital part of the local community.