1 NO CHELENGURI LPS

1 NO CHELENGURI LPS was established in 1985 and it is managed by the Department of Education. It is located in Rural area. It is located in KAKAPATHAR block of TINSUKIA 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 5 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 Others boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps 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 Provided and Prepared in School Premises providing mid-day meal.

1 No Chelenguri LPS: A Rural Primary School in Assam, India

1 No Chelenguri LPS, a government-run primary school, serves the rural community of Kakapathar block in Tinsukia district, Assam, India. Established in 1985 under the Department of Education, this co-educational institution provides primary education from classes 1 to 5, with an additional pre-primary section. Instruction is delivered in Assamese.

The school’s infrastructure includes a government building with five classrooms, all in good condition, plus additional rooms for non-teaching purposes and a separate space for the head teacher. While the school lacks electricity and a playground, it does have a functional hand pump providing drinking water and separate functional boys’ and girls’ toilets. Importantly, ramps are available for students with disabilities. The school building is enclosed by an ‘others’ type boundary wall.

The school’s teaching staff comprises three male and three female teachers, totaling six educators dedicated to providing quality education. The school prepares and provides midday meals for its students on the premises.

The absence of a computer lab and computers limits technological integration in the learning process. Similarly, the school lacks a library and associated learning resources. Although a pre-primary section exists, it currently does not have dedicated teachers.

Accessibility to the school is ensured by an all-weather road, making it convenient for students to attend regardless of weather conditions. The academic session commences in April, aligning with the regional academic calendar.

The school’s rural location highlights the need for continued support and resource allocation to enhance its facilities and integrate technology into the curriculum. While the existing infrastructure meets basic needs, the absence of key resources such as computers, a library, and a playground underscores opportunities for improvement.

Efforts to provide additional resources and further enhance the learning environment will undoubtedly benefit the students and contribute to the overall educational development of the community. This will not only ensure improved educational outcomes but also support the well-being of the students.

The school’s commitment to providing midday meals underscores its dedication to student well-being. This initiative provides crucial nutritional support, essential for improved concentration and academic performance.

The school’s management by the Department of Education ensures adherence to established educational standards and curricula. This contributes to consistency and quality assurance in the delivery of education.

While the school’s strengths lie in its dedicated teachers, accessible location, and provision of midday meals, investment in infrastructure and technology would undoubtedly enhance the learning experience for the students.

The provision of ramps for students with disabilities reflects a commitment to inclusivity and equal opportunities in education. This ensures that all children have equitable access to learning, regardless of physical limitations.

Further development initiatives focusing on library establishment, computer lab setup, and playground creation will significantly enrich the learning environment and prepare students for the future challenges. Addressing these key areas will undoubtedly propel 1 No Chelenguri LPS toward becoming a center of excellence in rural education.