1068NO. AHMEDPUR LPS

1068NO. AHMEDPUR 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.

1068NO. AHMEDPUR LPS: A Comprehensive Profile of a Rural Primary School in Assam

1068NO. AHMEDPUR LPS, a government-run primary school, serves the rural community of Patherkandi block in Karimganj district, Assam. Established in 1982 under the Department of Education, this co-educational institution provides primary education (classes 1-5) with a notable pre-primary section. The school’s commitment to education is evident in its dedicated team of two teachers – one male and one female – supplemented by a dedicated pre-primary teacher. The head teacher, Sojna Begum, leads this committed staff. Instruction is delivered primarily in Bengali, catering to the local linguistic context.

The school’s infrastructure, while functional, highlights areas needing improvement. The school building, though government-provided, comprises just two classrooms. Although these are reportedly in good condition, the lack of a boundary wall, electricity, and a library presents challenges. The absence of a playground further limits extracurricular activities. Crucially, the school lacks access to drinking water, posing significant health and hygiene concerns for students and staff. Similarly, the absence of computer-aided learning facilities restricts access to modern educational resources. The school’s facilities include separate functional boys’ and girls’ toilets.

Despite these infrastructural limitations, the school diligently provides midday meals, prepared and served on the school premises, ensuring students receive essential nutrition. This commitment to providing a holistic learning environment showcases the school’s dedication to its students’ well-being. The school’s operational aspects are noteworthy. Academic sessions commence in April, aligning with the regional academic calendar. The school’s rural location dictates its accessibility, and further details on transportation are not available.

The school’s management emphasizes the importance of a supportive learning environment. The absence of a computer lab is notable and suggests a need for technological upgrades to enhance teaching methodologies. Similarly, the lack of a library emphasizes the necessity of enriching the learning environment by providing access to books and other learning resources. Providing a library would greatly enhance the students’ learning and overall academic growth.

The school’s commitment to primary education is evident in its curriculum, which covers the standard syllabus for classes 1-5. The presence of a pre-primary section underscores the school’s recognition of the importance of early childhood education. While the school doesn’t offer secondary education (classes 6-10), its focus on foundational literacy and numeracy provides students with a solid base for future academic pursuits.

The school’s classification as “Others” regarding boards for classes 10th and 10+2 suggests it may follow a curriculum not directly affiliated with major national boards. Further clarification on this aspect of the curriculum could provide a better understanding of the school’s educational approach.

The lack of a boundary wall raises important safety and security concerns for the students and the school property. A boundary wall would provide a much needed security measure and a sense of safety for the students. This issue requires attention and prompt resolution to ensure a secure learning environment for all.

The absence of electricity highlights the need for sustainable energy solutions for the school. This is essential for improving the overall learning environment and creating better conditions for teaching and learning. Access to electricity would enable the use of technology and would also enhance the safety and security of the school, especially during evening hours.

The non-residential nature of the school means students commute daily. While this system works, it raises questions concerning the safety and convenience of students travelling to and from school. Further exploration of this logistical aspect of the school’s operation could reveal crucial details.

In conclusion, 1068NO. AHMEDPUR LPS provides essential primary education to a rural community in Assam. While its dedication to its students is commendable, addressing infrastructural limitations, particularly concerning drinking water, electricity, a boundary wall, a library, and playground, would significantly enhance the overall learning experience and contribute to the holistic development of its students. Future development plans should prioritize these improvements to create a safer and more enriching educational setting.