NUMBERPARA PT- I PUB L.P. SCHOOL

NUMBERPARA PT- I PUB L.P. SCHOOL was established in 1999 and it is managed by the Unrecognised. It is located in Rural area. It is located in SRIJANGRAM block of BONGAIGAON 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 Private 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 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 no 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 Not Provided providing mid-day meal.

NUMBERPARA PT- I PUB L.P. SCHOOL: A Rural Primary School in Assam

NUMBERPARA PT- I PUB L.P. SCHOOL, a private, co-educational primary school, stands in the rural heart of Srijangram block, Bongaigaon district, Assam. Established in 1999, this unrecognised school provides education to children from Class 1 to Class 5, with an additional pre-primary section. The school’s instruction medium is Assamese, reflecting the local linguistic landscape. Accessible via an all-weather road, the school’s academic year commences in April.

The school’s infrastructure includes a single classroom housed within a private building. While the existing classroom is in good condition, the school lacks a boundary wall and electricity. Furthermore, there is no library, playground, or computer-aided learning facilities. The absence of these resources highlights the need for infrastructural improvements to enhance the learning environment.

The school’s staffing comprises two male teachers and a head teacher, Ahamed Ali. The school’s management is currently unrecognised, emphasising the importance of formal recognition to improve access to resources and support. The lack of female teachers also presents an opportunity to promote gender balance in education.

The school’s operational challenges are compounded by the absence of essential amenities. No drinking water facility exists on the premises, and the lack of toilets underscores the critical need for improved sanitation. The school’s rural location and limited resources necessitate focused efforts to address these infrastructural deficiencies.

While the school offers pre-primary education, the absence of pre-primary teachers suggests a need for additional staffing to meet the educational needs of younger children. The absence of mid-day meals also highlights a gap in providing essential nutritional support to the students.

The school’s commitment to providing primary education in a rural setting is commendable, but its operational challenges necessitate focused interventions. Improving infrastructure, enhancing resources, and securing official recognition are crucial steps towards ensuring a better learning experience for the students.

Addressing the lack of electricity would significantly enhance the learning environment, enabling the use of technology and improving safety. The construction of a boundary wall would contribute to security and enhance the school’s overall appearance.

The establishment of a library and playground would enrich the learning experience, promoting literacy and physical activity. Similarly, the introduction of computer-aided learning would provide students with valuable digital literacy skills.

The provision of drinking water and toilets is paramount to the students’ health and hygiene. These fundamental necessities must be prioritised to create a safe and conducive learning space. Providing mid-day meals will also reduce the burden on families and ensure that students are adequately nourished.

The recruitment of additional teachers, particularly female teachers, would enhance the quality of education and promote gender balance within the school. The school’s management should actively pursue official recognition to unlock access to greater resources and support.

In conclusion, while NUMBERPARA PT- I PUB L.P. SCHOOL serves an important function in providing primary education in a rural setting, significant improvements are necessary to ensure a safe, healthy, and enriching learning environment for its students. Addressing the infrastructural gaps and enhancing resources will empower the school to better serve its community.