1067NO. JAKIALA BASTI LPS

1067NO. JAKIALA BASTI LPS was established in 1982 and it is managed by the Department of Education. It is located in Rural area. It is located in PATHERKANDI block of KARIMGANJ 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 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 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.

1067NO. JAKIALA BASTI LPS: A Rural Primary School in Assam, India

1067NO. JAKIALA BASTI LPS, a government-run primary school, serves the rural community of Patherkandi block in Karimganj district, Assam, India. Established in 1982 under the Department of Education, this co-educational institution provides primary education (grades 1-5) to its students. The school boasts a dedicated pre-primary section, catering to younger children.

The school’s infrastructure includes two classrooms in good condition, suitable for effective teaching and learning. While lacking a boundary wall and electricity, the school provides a mid-day meal prepared on its premises, ensuring students have access to nutritious food. The school also features one boys’ toilet and one girls’ toilet.

The school’s teaching staff consists of three teachers – two male and one female – including a head teacher, MD. ILEASHLI PATAN. These dedicated educators provide instruction in Bengali. The school follows the academic calendar, with the session commencing in April. It is accessible via an all-weather road, ensuring convenient access for students and staff alike.

This primary school, while lacking certain amenities like a playground, library, computers, and computer-aided learning facilities, plays a crucial role in providing basic education to children in a rural setting. The absence of these resources highlights the need for improved infrastructure and educational facilities in under-resourced areas.

The management is committed to providing quality education to its students, despite its limitations. The school’s commitment to providing a mid-day meal underscores its dedication to student welfare. The fact that the pre-primary section is available shows a willingness to support children from a young age.

The absence of a boundary wall raises concerns regarding the safety and security of the school premises. Similarly, the lack of electricity can pose challenges in delivering modern teaching methods and accessing educational resources effectively. These infrastructural limitations are important considerations for future development plans.

The school’s use of Bengali as the medium of instruction aligns with the local linguistic context and ensures effective communication and understanding. The school’s “Others” designation for class 10th and 10+2 boards indicates a unique approach to education within the region.

Moving forward, focused efforts should be directed toward enhancing the school’s facilities, particularly by providing electricity, a library, and computer-aided learning resources. A secure boundary wall would further enhance the safety and security of the school premises.

Efforts to improve the school’s infrastructure would not only benefit the current students but also enhance the educational opportunities for future generations in this rural community. Investing in educational facilities in under-resourced areas like this is crucial for achieving broader societal progress and development.

The school’s focus on providing a nurturing and educational environment is commendable, despite its resource limitations. Continued support and investment are essential for this school to thrive and effectively serve its students. By addressing its infrastructural deficiencies, the school can achieve its full potential in providing quality primary education.