PHULBARAM ENGLISH L.P.SCHOOL

PHULBARAM ENGLISH L.P.SCHOOL was established in 1998 and it is managed by the Unrecognised. It is located in Rural area. It is located in LUMBAJONG block of KARBI ANGLONG 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. English 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 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 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 Not Provided providing mid-day meal.

PHULBARAM ENGLISH L.P.SCHOOL: A Detailed Profile

PHULBARAM ENGLISH L.P.SCHOOL, a private primary school located in the rural area of LUMBAJONG block in KARBI ANGLONG district, Assam, offers a glimpse into the educational landscape of this region. Established in 1998, this unrecognised school provides education to students from Class 1 to Class 5, with a focus on English as the primary medium of instruction.

The school’s infrastructure comprises two classrooms housed in a private building, catering to the educational needs of its students. While a playground is available for recreational activities, the school currently lacks essential amenities such as boundary walls, electricity, a library, and a computer-aided learning lab. The absence of these resources presents challenges to the school’s overall learning environment.

Despite these infrastructural limitations, the school maintains a dedicated teaching staff, comprising two male teachers and a head teacher, JOYJIT DIPHUSA, who play a crucial role in shaping the students’ academic progress. The school’s co-educational nature and attached pre-primary section demonstrate its commitment to providing inclusive educational opportunities. The school follows the State Board curriculum for classes 10 and 10+2.

The school’s academic focus is strictly primary level education, from classes 1 to 5. The lack of a mid-day meal program could pose a challenge for many students, however, the school’s commitment to providing a quality education remains clear. The school is not a residential facility and is easily accessible by road regardless of weather conditions.

The school’s operational aspects reveal further insights into its functioning. The academic session commences in April, aligning with the standard academic calendar. The lack of computers and other technological resources points towards a need for improved infrastructural support to enhance the learning experience.

While the school lacks a library, the presence of a playground and the dedication of the teaching staff suggest a focus on providing a basic educational foundation in a challenging context. The absence of toilets remains a significant concern, highlighting the need for improvements in sanitation facilities to maintain a healthy learning environment.

The lack of boundary walls also poses a potential safety concern and could hinder the school’s ability to create a secure atmosphere for students. The absence of drinking water sources underscores the need for immediate attention to ensure the health and well-being of students.

The school’s current operational status showcases the importance of sustained efforts to improve infrastructure and resource provision in rural educational settings. Addressing the deficiencies in facilities like electricity, libraries, and computer labs would significantly enhance the quality of education and open up opportunities for students.

The school’s management faces the challenge of providing quality education within resource limitations. Access to funding and external support could potentially alleviate some of these limitations and improve the school’s overall learning environment. The dedicated teachers’ commitment to education, despite the hardships, represents a beacon of hope for the students and the local community.

In summary, PHULBARAM ENGLISH L.P.SCHOOL serves a vital role in its community, despite its challenges. Investment in infrastructure development and resource provision could significantly enhance the school’s capabilities and provide a brighter future for the children it serves. The school’s dedication to education, despite its limitations, deserves commendation and continued support.