PUB GARUBAT S.C. GIRLS ME

PUB GARUBAT S.C. GIRLS ME was established in 1991 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in KATHIATOLI block of NAGAON district of Assam. The school consists of Grades from 6 to 8. The school is Girls 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.

PUB GARUBAT S.C. GIRLS ME: A Comprehensive Overview of an Assam School

PUB GARUBAT S.C. GIRLS ME, a private aided school in Assam, India, stands as a testament to the commitment to girls’ education in rural communities. Established in 1991, this upper primary school caters exclusively to girls, offering a crucial educational foundation in a region where access to quality education can be limited.

The school’s location in the KATHIATOLI block of NAGAON district places it firmly within a rural setting, underscoring its significant role in providing educational opportunities to girls in this area. Its accessibility via an all-weather road ensures that students can attend school regardless of weather conditions. The academic year commences in April, aligning with the broader academic calendar in India.

With a focus on Assamese as the primary language of instruction, the school seamlessly integrates with the local linguistic environment, making learning more accessible and relatable for the students. The curriculum covers grades 6 through 8, forming a vital link in the progression towards secondary education.

The school’s infrastructure consists of a private building housing three classrooms, all in good condition and designed to facilitate effective learning. These classrooms are supplemented by two additional rooms used for non-teaching purposes, providing essential support spaces for the school’s activities. A dedicated room is also available for the head teacher, providing necessary administrative space.

While the school boasts a playground, promoting physical activity and recreation for its students, some key features are absent. There’s no boundary wall, indicating a need for enhanced security measures, and, currently, no electricity connection. The lack of a library is another significant gap, limiting access to supplemental learning resources. Moreover, the absence of a computer-aided learning lab reflects the need for modern technology integration within the curriculum.

Despite these shortcomings, the school provides midday meals, prepared on-site, ensuring that the students’ nutritional needs are met. The school management consists of one head teacher, Pranam Ch. Das, and a total of seven teachers, comprising six male teachers and one female teacher. The absence of contract teachers highlights the stability of the teaching staff. Interestingly, the school’s board for both class 10th and 10+2 level is listed as “Others,” suggesting a unique curriculum or affiliation.

The school’s management operates under a private-aided model, suggesting a collaborative effort between private funding and potential governmental support. The absence of any pre-primary section points to the school’s exclusive focus on upper primary education, and this approach allows the school to cater specifically to its target age group with enhanced teaching attention.

The school’s commitment to girls’ education is evident in its designation as a girls-only school. This focus allows for addressing the specific needs and challenges faced by girls in the region, potentially contributing to increased female literacy rates.

The lack of drinking water facilities on the premises is a serious concern that needs immediate attention, as adequate hydration is crucial for the well-being and academic performance of students. The absence of ramps also highlights the need for greater inclusivity and accessibility for students with disabilities. Addressing these gaps is crucial for ensuring a safe and conducive learning environment for all students.