ROWMARI SHASHANGHAT J.V.L.P.S.

ROWMARI SHASHANGHAT J.V.L.P.S. was established in 1992 and it is managed by the Unrecognised. It is located in Urban area. It is located in CHAPOR block of DHUBRI 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 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 Pucca But Broken 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 1 girls toilet and it is functional. The school has no playground. The school has a library and has 2 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Rowmari Shashanghat J.V.L.P.S.: A Detailed Look at an Assam Primary School

Rowmari Shashanghat J.V.L.P.S. is a primary school located in the urban area of Chapor block, Dhubri district, Assam. Established in 1992, this unrecognized school provides education to students from Class 1 to Class 5. The school’s management is categorized as “Unrecognised,” highlighting its unique operational structure within the educational landscape of Assam. Instruction is delivered primarily in Assamese, catering to the local linguistic needs of the student population. The school’s single-story private building houses two classrooms, ensuring a relatively intimate learning environment for its students.

The school’s infrastructure presents a mixed picture. While possessing a pucca but broken boundary wall, it lacks electricity, impacting its ability to utilize technology fully. The absence of a playground limits recreational opportunities for the children, and the lack of drinking water facilities raises concerns about student well-being. However, the presence of a library, albeit small with only two books, signifies a commitment to fostering literacy among the students.

Teaching Staff and Resources:

The school employs two male teachers, providing a student-teacher ratio that may be considered manageable given its size. The school boasts two functional computers, a valuable resource in the digital age, though the absence of a dedicated computer-aided learning lab limits the extent of their educational application. The head teacher, Nur Alom Talukdar, leads the school, demonstrating a commitment to academic leadership within the community. The school is categorized as co-educational, welcoming both boys and girls to its classrooms.

The school’s facilities include one functional girls’ toilet, addressing a basic sanitation need. However, the absence of boys’ toilets presents a significant challenge, requiring immediate attention and investment to ensure hygienic and safe facilities for all students. The absence of ramps underscores the need for accessibility improvements to ensure inclusivity for children with disabilities.

Academic Focus and Curriculum:

The school’s academic focus is primarily on primary education (Classes 1-5). It is not involved in pre-primary education, and its connection to external boards for higher secondary education remains under the category “Others,” signifying a need for greater clarity regarding its academic pathways for students who wish to progress further in their education.

Community Engagement and Future Prospects:

Rowmari Shashanghat J.V.L.P.S. plays a vital role in the local community by providing primary education to children in the area. The school’s future development relies on addressing its current infrastructure challenges and improving its facilities, particularly regarding sanitation, drinking water, and electricity. The acquisition of more books for its library would greatly enhance its educational resources. Securing consistent funding and exploring collaborations with government agencies and non-governmental organizations could pave the way for significant improvements.

Challenges and Opportunities for Growth:

The school faces several key challenges, including the lack of electricity, inadequate sanitation facilities, and limited resources. Addressing these issues would significantly improve the learning environment and overall well-being of the students. Opportunities for growth include securing funding for infrastructure improvements, expanding the library collection, and potentially implementing a computer-aided learning program with the existing computers. Partnerships with local organizations and community members can also aid in improving the school’s facilities and resources.

Conclusion:

Rowmari Shashanghat J.V.L.P.S., despite its limitations, provides essential primary education to the children of its community. By addressing its existing infrastructure challenges and enhancing its resources, the school can create a more enriching and supportive learning environment, empowering its students to reach their full potential. The collaborative efforts of government agencies, NGOs, and the local community are crucial in facilitating the growth and development of this important educational institution.