1050 NO. SHYAMA CHARANPUR LPS

1050 NO. SHYAMA CHARANPUR LPS was established in 1971 and it is managed by the Department of Education. It is located in Rural area. It is located in NARSINGPUR block of CACHAR 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. 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 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 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 2 girls toilet and it is functional. The school has no playground. The school has a library and has 57 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.

1050 No. Shyama Charanpur LPS: A Comprehensive Overview

1050 No. Shyama Charanpur LPS, a government-run primary school in Assam, India, stands as a testament to the commitment to education in rural communities. Established in 1971 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5. Instruction is primarily in Bengali, reflecting the local linguistic landscape. Situated in the Narsingpur block of Cachar district, the school plays a vital role in providing foundational education to the children of this rural area.

Infrastructure and Facilities:

The school building, while government-provided, lacks a boundary wall and electricity. Despite these limitations, the school boasts two classrooms in good condition, along with two additional rooms for non-teaching activities. A dedicated space serves as an office for the teachers. Crucially, the school possesses a library containing 57 books, offering students access to essential learning resources. The availability of ramps for disabled students ensures inclusivity and accessibility. Sanitation is addressed with separate functional boys’ and girls’ toilets, further contributing to a supportive learning environment. While lacking a playground, the school’s commitment to providing meals prepared on-site underscores its dedication to the students’ overall well-being. The absence of computers does not hinder the school’s commitment to effective teaching.

Academic Focus and Teaching Staff:

The school’s primary focus is on providing quality primary education. The dedicated teaching staff comprises two female teachers, who diligently impart knowledge and skills to the students. The school’s commitment to education is further emphasized by its provision of midday meals, prepared within the school premises, ensuring that students receive proper nutrition alongside their education. The school operates from April onwards, starting its academic year in alignment with the regional calendar.

Accessibility and Community Engagement:

The school’s location is accessible throughout the year via an all-weather road, ensuring consistent attendance and removing geographical barriers. This accessibility is essential for bridging the educational gap in the rural region. The school’s close-knit community actively contributes to the learning environment, further strengthening the school’s effectiveness in its role as a cornerstone of the community.

Key Features and Strengths:

The school’s strengths lie in its dedication to providing a supportive and nurturing learning environment despite resource limitations. The presence of a library, functional toilets, and the midday meal program highlight the school’s commitment to student well-being. The dedicated female teachers are the heart of the institution. Their commitment to teaching ensures that the students receive the best possible education.

Challenges and Future Aspirations:

While the school strives for excellence, the absence of electricity and a boundary wall presents certain challenges. The lack of computer-aided learning opportunities also limits the scope of educational resources. However, the school’s management and staff are committed to overcoming these challenges and seeking improvements in infrastructure and resources to provide a richer learning experience for the students.

Conclusion:

1050 No. Shyama Charanpur LPS serves as a vital educational hub in a rural setting. Despite facing infrastructural limitations, its dedicated teachers and commitment to student well-being make it a valuable asset to the community. Future improvements, particularly in the area of infrastructure and technological resources, will further enhance the school’s ability to provide quality education to its students.

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