PUB RANGADARIA SAHAB SUBURI LP (V)

PUB RANGADARIA SAHAB SUBURI LP (V) was established in 1991 and it is managed by the Unrecognised. It is located in Rural area. It is located in BHURBANDHA block of MORIGAON district of Assam. The school consists of Grades from 1 to 5. 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 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 1 boys toilet and it is functional. and 1 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.

PUB Rangadaria Sahab Suburi LP (V): A Rural Primary School in Assam

PUB Rangadaria Sahab Suburi LP (V) is a primary school located in the rural area of the BHURBANDHA block in MORIGAON district, Assam. Established in 1991, this co-educational institution serves students from Class 1 to Class 5, providing a foundational education within its single classroom. The school is managed by an unrecognized body and operates from a private building.

The school’s instructional medium is Assamese, catering to the local linguistic needs. Three male teachers dedicate their efforts to educating the students, ensuring individual attention. The school operates without a pre-primary section and does not offer meals to its students. The absence of a library and computer-aided learning facilities underscores the need for resource development and modernization.

Despite lacking certain amenities, the school provides essential facilities. The school boasts one functional boys’ toilet and one functional girls’ toilet, addressing basic hygiene needs. However, the lack of a boundary wall, electricity, playground, and drinking water presents challenges to the school’s overall functionality and safety. The accessibility of the school is enhanced by its all-weather road approach.

The school’s leadership is composed of one head teacher, Siaj Uddin Ahmed, who oversees the operations and academic progress. The school building, while privately owned, houses only a single classroom, highlighting the need for expansion to accommodate the student body effectively. Additional non-teaching spaces include two rooms for other school activities, separate from the classroom.

The school’s academic focus is strictly primary education (Classes 1-5), indicating that higher secondary education is not available on-site. This limitation points to the need for collaborations and partnerships with higher-level institutions to ensure continuous learning opportunities for students beyond the primary level. The absence of ramps further indicates a need to improve accessibility for students with disabilities.

The lack of a library and computers emphasizes the limitations faced by the school. While dedicated teachers are working with limited resources, the absence of modern teaching aids and supplementary learning materials could hinder the academic growth of the students. This highlights the urgent need for external support and community engagement.

The school’s rural location often poses challenges in access to resources. The absence of electricity, for example, could impact evening study sessions or the use of technology. Addressing these infrastructural deficiencies is critical for the school’s long-term development.

The overall functioning of PUB Rangadaria Sahab Suburi LP (V) shows the dedication of its teachers amidst resource constraints. The school’s operation within a single classroom and the lack of certain facilities underscore the need for community and government intervention to enhance the school’s capabilities and provide a better learning environment for its students. Support for infrastructure development, access to technology, and the provision of learning resources are crucial to improving the educational standards of the school.

The school’s progress depends heavily on external partnerships and community support. Improving access to essential amenities such as electricity, drinking water, and a boundary wall would significantly enhance the safety and overall learning experience for the students. Investing in a library, computers, and a playground would provide a holistic environment for learning and development.

PUB Rangadaria Sahab Suburi LP (V) serves as a testament to the dedication of educators in challenging environments. The school’s story highlights the crucial role of community engagement and government support in empowering rural schools and ensuring that all children receive quality education, regardless of their location or background. Improving resources and infrastructure will undoubtedly lead to a brighter future for the students of this rural primary school.