106 LEHI L.P.

106 LEHI L.P. was established in 1938 and it is managed by the Department of Education. It is located in Rural area. It is located in MONDIA block of BARPETA 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 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 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 a library and has 25 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.

106 LEHI L.P. School: A Profile of a Rural Primary School in Assam, India

106 LEHI L.P. School, a primary school located in the rural Mondai block of Barpeta district, Assam, India, offers a glimpse into the educational landscape of a typical rural Indian community. Established in 1938 and managed by the Department of Education, this co-educational institution provides primary education from Class 1 to Class 5. Its rich history speaks volumes about its enduring role in the local community.

The school boasts two classrooms, each designed to provide a conducive learning environment for its students. A noteworthy feature is the presence of a library, stocked with 25 books, highlighting the school’s commitment to fostering a love for reading among its students. Furthermore, the provision of hand pumps ensures access to clean drinking water, a crucial element for maintaining the health and well-being of students and staff.

Instruction is primarily delivered in Assamese, reflecting the local linguistic context and ensuring accessibility for all students. The school’s commitment to inclusive education is further underscored by the presence of ramps, facilitating access for children with disabilities. The school’s pre-primary section caters to younger children, providing a smooth transition into formal education.

The school’s teaching staff comprises three male teachers, who are dedicated to providing quality education to the students. Two additional teachers are dedicated to the pre-primary section. The presence of a pre-primary section reflects the school’s comprehensive approach to early childhood education, offering a supportive learning environment for young learners.

The school also prioritizes the nutritional needs of its students, providing mid-day meals prepared on the school premises. This initiative ensures that children receive a nutritious meal, contributing to their overall health and improving their ability to concentrate on their studies. This vital service is an integral part of the school’s commitment to student well-being.

Interestingly, the school, despite its rural setting and modest resources, operates without electricity. This underscores the challenges faced by rural schools in accessing essential infrastructure. The lack of a boundary wall also presents a unique set of challenges that require ongoing attention.

While the school lacks computers and a computer-aided learning lab, its focus on foundational literacy and numeracy skills in Assamese reflects a practical approach to education tailored to the specific needs of the community it serves. The school building itself is government-owned, ensuring its longevity and stability as an educational institution.

The school’s academic structure follows the standard primary curriculum (1-5), and it is classified under “Others” in terms of higher-level education boards (classes 10 and 10+2). This signifies its primary role within the local educational system, serving as a foundational base for future learning.

The absence of a playground might seem like a drawback, but it highlights the need for further infrastructural development and resource allocation to provide a holistic learning experience. Despite this, the school’s dedication to education and its strong sense of community engagement are noteworthy.

In conclusion, 106 LEHI L.P. School stands as a testament to the resilience and adaptability of rural education in India. Although it faces challenges in terms of infrastructure and resources, its commitment to providing quality primary education within the constraints of its resources is commendable. Its future growth and development depend on continued support and investment in educational infrastructure and resources.