1024 TIKAR PARA LPS

1024 TIKAR PARA LPS was established in 1976 and it is managed by the Department of Education. It is located in Rural area. It is located in HAILAKANDI block of HAILAKANDI 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 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 Provided and Prepared in School Premises providing mid-day meal.

1024 Tikar Para LPS: A Rural Primary School in Assam, India

1024 Tikar Para LPS, a government-run primary school, stands as a vital educational institution serving the rural community of Hailakandi district in Assam, India. Established in 1976 under the Department of Education, this co-educational school caters to students from Class 1 to Class 5. Its location in a rural area underscores its crucial role in providing accessible education to children in this region.

The school’s infrastructure includes a single classroom, ensuring a focused learning environment for its students. The presence of separate boys’ and girls’ toilets highlights a commitment to providing basic amenities and promoting gender inclusivity. While the school building is government-provided, the lack of a boundary wall and electricity presents challenges that may impact the overall learning experience.

Instruction at 1024 Tikar Para LPS is conducted primarily in Bengali, reflecting the linguistic landscape of the region. The school’s two teachers—one male and one female—dedicate themselves to educating the students, fostering a supportive and nurturing environment. The school’s management emphasizes providing a mid-day meal, ensuring that students have access to nutritious food and are better equipped to focus on their studies.

A noteworthy aspect of 1024 Tikar Para LPS is its inclusion of a pre-primary section, expanding its educational reach to younger children in the area. This demonstrates a proactive approach towards early childhood education and development. The absence of a library, however, represents an opportunity for improvement, which could enhance the learning process through greater access to supplementary resources.

Although the school lacks computer-aided learning facilities and a playground, its commitment to providing a functional and safe learning environment remains evident. The availability of drinking water, even if limited, is a positive element in maintaining student health and well-being.

The administration of 1024 Tikar Para LPS is headed by T.T. I. Choudhury, who provides leadership and direction to the school’s operations. The school’s commitment to providing a comprehensive education to its students is evident in the provision of meals, even without advanced facilities.

The lack of computers and other modern technology presents an obstacle, but it also highlights the need for future improvements and resource allocation to bridge the technological gap and enhance the educational opportunities available to the students.

The school’s “Others” board affiliation for classes 10 and 10+2 indicates its unique educational pathway. This might represent a locally tailored curriculum or a transition pathway to other educational institutions.

Despite its limitations, 1024 Tikar Para LPS plays a vital role in providing basic education to children in a rural setting. The continued support of the Department of Education and community involvement are key to its continued success and growth.

The future development of 1024 Tikar Para LPS may involve securing electricity, constructing a boundary wall, establishing a library, and introducing computer-aided learning. These enhancements would significantly enhance the learning experience and better equip the students for future opportunities.