SRI RAMKRISHNA PATHSALA

SRI RAMKRISHNA PATHSALA was established in 1961 and it is managed by the Department of Education. It is located in Urban area. It is located in SILCHAR block of CACHAR 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. Bengali 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 Government building. It has got 6 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 have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 1 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 72 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.

SRI RAMKRISHNA PATHSALA: A Detailed Profile of an Assam Primary School

SRI RAMKRISHNA PATHSALA, a government-run primary school in Silchar, Cachar district, Assam, offers a glimpse into the educational landscape of rural India. Established in 1961 under the Department of Education, this co-educational institution caters to students from classes 1 to 5, with a notable pre-primary section. The school’s commitment to education is evident in its dedicated teaching staff and available resources.

The school boasts a team of seven teachers, including one male teacher and six female teachers, complemented by a dedicated pre-primary teacher. This dedicated staff ensures a student-teacher ratio conducive to effective learning. The instruction medium is Bengali, reflecting the local linguistic environment. The school operates within a government-provided building equipped with six classrooms, all in good condition. Additional rooms facilitate non-teaching activities and house the head teacher’s office.

SRI RAMKRISHNA PATHSALA prioritizes student well-being. It offers tap water, a functional necessity in many rural areas. The school also possesses a playground for recreational activities and a library containing 72 books, fostering holistic development. The availability of separate boys and girls toilets underlines the school’s dedication to providing a safe and comfortable learning environment. Importantly, ramps for disabled children ensure inclusive access to education.

The school’s commitment to comprehensive education extends to providing midday meals, prepared on-site, ensuring that students receive adequate nutrition to support their studies. Its urban location provides accessibility to many families. The presence of a library and playground indicates a commitment to a well-rounded educational experience beyond the traditional curriculum. The school’s status as a non-residential institution is also noteworthy.

The school’s management, under the Department of Education, underscores its adherence to governmental guidelines and oversight. The absence of a boundary wall is a notable characteristic, although it doesn’t necessarily detract from the school’s overall functionality or safety. The school’s operational structure aligns with broader educational initiatives aimed at improving access and quality in rural communities.

Although the school currently lacks computers and a computer-aided learning lab, its commitment to providing a basic education within a supportive environment is evident. The provision of a pre-primary section indicates a focus on early childhood development and a commitment to nurturing future generations. The school’s accessibility via all-weather roads ensures that students can attend regardless of weather conditions.

The school’s operational calendar begins in April, aligning with the academic year in the region. The data also highlights that the school has not been shifted to a new location. This reflects stability and continuity, creating a familiar and dependable educational space for the students and the community.

SRI RAMKRISHNA PATHSALA showcases the resilience and dedication of educators working in challenging environments. Its provision of basic necessities like potable water, toilets, and a library, coupled with its focus on early childhood education, demonstrates a commitment to providing a solid educational foundation for its students. Its adherence to government guidelines and its accessible location make it a significant part of the local community.

The school’s infrastructure, although basic, is functional and supports the primary curriculum effectively. The relatively high number of female teachers, compared to male teachers, is a noteworthy detail that potentially reflects gender dynamics within the local teaching profession. While lacking some modern amenities, SRI RAMKRISHNA PATHSALA serves as a valuable educational resource for the community, fostering literacy and personal development among its students.

The information provided offers valuable insights into the educational infrastructure and practices in this specific region of Assam. This case study provides a foundation for further analysis of similar institutions and contributes to the larger understanding of educational access and equity in developing regions.