1071 NO KUMBHA HMAR LPS

1071 NO KUMBHA HMAR LPS was established in 1972 and it is managed by the Department of Education. It is located in Rural area. It is located in UDHARBOND 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. N/A 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 a playground. The school has a library and has 45 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.

1071 No Kumbha Hmar LPS: A Comprehensive Overview of a Rural Primary School in Assam

1071 No Kumbha Hmar LPS, a government-run primary school in Assam, India, offers a valuable glimpse into rural education. Established in 1972 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. Located in the UDHARBOND block of CACHAR district, the school’s rural setting presents unique challenges and opportunities for learning.

The school’s infrastructure comprises a government building with two classrooms, all in good condition. Additional rooms cater to non-teaching activities and provide a dedicated space for the head teacher. While the school boasts a playground and a library stocked with 45 books, the lack of a boundary wall and electricity presents ongoing concerns. Importantly, ramps for disabled children ensure accessibility. The provision of one boys’ toilet and one girls’ toilet reflects a commitment to basic sanitation.

The school’s academic focus is solely on primary education (Classes 1-5), with instruction medium currently unlisted. The teaching staff consists of three male teachers, a head teacher (TANKUNG HMAR), and a total of three teachers. Meals are provided and prepared on school premises, contributing to the students’ well-being.

The absence of a pre-primary section and computer-aided learning facilities highlights areas needing development. The lack of computers underscores a need for technological integration to enhance the learning experience. Similarly, the absence of a boundary wall raises safety considerations and the need for improved infrastructure.

The school’s drinking water source is currently unavailable, representing a significant challenge to be addressed. This lack of access to clean drinking water directly impacts student health and well-being, necessitating urgent action. Securing a reliable water supply should be a priority.

The school’s library, despite its modest collection of 45 books, provides a foundation for fostering a love of reading. Expanding the library’s collection and creating a more inviting reading environment could significantly enhance the learning experience. Donations of books and educational materials would be greatly beneficial.

The school’s management by the Department of Education demonstrates a commitment to providing basic education to children in this rural community. This commitment needs to be complemented by efforts to upgrade infrastructure, provide access to clean water, and integrate technology into the curriculum.

The absence of electricity limits the potential for after-school activities and educational enrichment programs, potentially impacting student engagement. The acquisition of solar panels or connecting to the electricity grid would significantly improve the school’s functionality.

Further development is needed to fully equip the school to meet the educational needs of its students. Addressing the issues surrounding water access, electrification, and the inclusion of technology could greatly enhance the school’s overall learning environment.

In conclusion, 1071 No Kumbha Hmar LPS serves a vital role in providing primary education to a rural community. While it faces challenges in infrastructure and resources, the commitment of its teachers and the presence of essential facilities demonstrate a foundation upon which significant improvements can be built. Through targeted investments and community engagement, the school can strive to provide a richer and more comprehensive education for its students.