UTTAR GAYONGAON SUBED ALI LPS

UTTAR GAYONGAON SUBED ALI LPS was established in 1979 and it is managed by the Department of Education. It is located in Rural area. It is located in BATADRAVA block of NAGAON 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. 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 Government 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 Well 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 a playground. The school has a library and has 10 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.

Uttar Gayongaon Subed Ali LPS: A Rural Primary School in Assam

Uttar Gayongaon Subed Ali LPS, a government-run primary school, stands as a beacon of education in the rural landscape of Assam, India. Established in 1979 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, offering a foundational education in the Assamese language. Its rural location, nestled within the Batadrava block of Nagaon district, underscores its vital role in serving the community.

The school’s infrastructure comprises a single classroom, supplemented by two additional rooms for non-teaching purposes and a dedicated space for the head teacher. While lacking a boundary wall and electricity, the school provides essential amenities including a functional well for drinking water, separate boys’ and girls’ toilets, a playground, and a library stocked with 10 books. The absence of ramps highlights an area for future improvement in accessibility for students with disabilities.

The school’s academic program is focused on primary education (Classes 1-5) and includes a pre-primary section. A total of four teachers – two male and two female, along with one pre-primary teacher – provide instruction to the students. The school administration is headed by Nazrul Islam, the head teacher. The school provides mid-day meals prepared on-site, ensuring that students receive proper nutrition alongside their education.

Interestingly, despite being a primary school, the school’s records indicate it’s associated with “Others” for Class 10 and 10+2 boards. This might reflect a unique approach to curriculum or partnership with other educational institutions for higher secondary education guidance.

The school’s location is accessible via an all-weather road, ensuring consistent attendance throughout the year. The academic session commences in April, aligning with the regional academic calendar. Its operational hours, however, remain unstated in the provided data, leaving room for further information to be gathered.

The school’s “No” designation for computer-aided learning and the lack of computers reflects a potential area for improvement and technological enhancement. This could significantly impact the quality of education and provide students with crucial digital literacy skills.

The information provided paints a picture of a functioning, albeit resource-limited, primary school. Its commitment to providing a basic education to children in a rural setting, coupled with the provision of mid-day meals, highlights its vital role in community development. Its limited resources, however, underscore the need for further investment in infrastructure, technology, and teacher training to ensure that students receive a holistic and enriching educational experience.

Future improvements could include the construction of a boundary wall for increased security, installation of electricity for improved lighting and learning environments, and the addition of computers and internet access to bridge the digital divide. Accessibility improvements, such as ramps, would also ensure the inclusivity of all students.

The school’s simple yet functional structure serves as a testament to the dedication of the teachers and staff who strive to provide quality education despite resource limitations. The emphasis on providing mid-day meals demonstrates a commitment to the holistic well-being of the students, beyond academics. This aspect showcases a critical understanding of the educational needs within the community.

In conclusion, Uttar Gayongaon Subed Ali LPS embodies the spirit of perseverance and dedication in providing education to rural communities. While challenges remain in terms of infrastructure and resources, the school’s continued operation is a significant contribution to the educational landscape of Assam. The school’s future development hinges on addressing its current limitations and embracing technological advancements to enhance the educational experience for its students.