NABA PHAKUA ME

NABA PHAKUA ME was established in 1989 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in CENTRAL JORHAT block of JORHAT 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 None 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 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.

NABA PHAKUA ME: A Comprehensive Overview of an Upper Primary School in Assam, India

Nestled in the rural heartland of Assam, India, NABA PHAKUA ME stands as a testament to the enduring pursuit of education. Established in 1989, this upper primary school, managed by the Pvt. Aided system, serves the educational needs of the local community. Its location within the CENTRAL JORHAT block of JORHAT district underscores its vital role in providing educational opportunities in a rural setting. Accessibility is ensured through an all-weather road, guaranteeing year-round access for students and staff.

The school’s academic focus is on upper primary education, encompassing classes 6 through 8. The medium of instruction is Assamese, reflecting the local linguistic landscape. Operating as a co-educational institution, NABA PHAKUA ME welcomes students of both genders, fostering an inclusive learning environment. The school operates from a private building, comprising three well-maintained classrooms dedicated to instruction. These classrooms support the educational goals of the school. The academic year commences in April, adhering to the standard educational calendar.

The teaching staff comprises five dedicated educators: three male teachers and two female teachers, all working collaboratively to provide quality instruction. A single head teacher, KARUNA PHUKAN, provides leadership and guidance. This dedicated team ensures the smooth functioning of the school and the effective delivery of educational programs. While there is no pre-primary section or pre-primary teachers, the school is equipped with additional rooms for various non-teaching activities and a designated space for the head teacher.

The school’s infrastructure, while functional, highlights areas for potential growth and improvement. The absence of a boundary wall, electrical connection, and library represents ongoing needs. The lack of computers and a computer-aided learning lab points to potential upgrades that would enhance the educational experience. However, the presence of a playground provides a vital space for recreation and physical activity.

The school’s commitment to student well-being is demonstrated through the provision of midday meals, prepared and served on the school premises. This ensures students receive a nutritious meal to support their learning and overall health. The school’s rural location and lack of access to essential resources such as electricity and a library highlight the persistent challenges faced by many rural educational institutions in India.

The school’s management and staff continually strive to provide a suitable learning environment for their students, overcoming infrastructural limitations with dedication and resourcefulness. The school’s structure and academic offerings reflect a commitment to providing quality education to its students.

The data highlights the need for further investment in infrastructure development to enhance the school’s facilities and provide students with more opportunities. The lack of a boundary wall presents a safety concern and should be addressed to ensure the safety and security of students. Electricity is essential for improved teaching and learning. The absence of a library, computers, and a computer-aided learning lab limits the scope of educational resources.

In conclusion, NABA PHAKUA ME, despite its limitations, stands as a vital educational institution in a rural community. The dedicated staff and their commitment to education serve as a model for similar institutions facing similar challenges. Through continued support and investment, this school has the potential to expand its resources and offer even more to its students.

The school’s success hinges on continued community involvement, governmental support, and the sustained dedication of its staff to meet the evolving educational needs of its students and the community it serves. By addressing the infrastructural gaps, NABA PHAKUA ME can reach its full potential and continue to provide a quality education to the children of the surrounding rural areas.