1084. DEBRA L.P

1. DEBRA L.P was established in 1962 and it is managed by the Department of Education. It is located in Rural area. It is located in BARPETA 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 3 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 260 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.

1084. Debra L.P School: A Rural Primary Institution in Assam

1. Debra L.P School, a government-run primary institution, stands as a vital part of the rural landscape in Barpeta district, Assam. Established in 1962 under the Department of Education, this co-educational school serves students from Class 1 to Class 5, with a dedicated pre-primary section also available. Instruction is delivered in Assamese, reflecting the local linguistic context. The school’s rural location necessitates accessibility considerations, which are addressed by its all-weather road approach. The academic year commences in April, aligning with the regional climate and agricultural cycles.

The school’s infrastructure comprises a government-provided building with three well-maintained classrooms dedicated to instruction. In addition to these classrooms, the school features separate spaces for non-teaching activities and a dedicated room for the teaching staff. While lacking a boundary wall and electricity connection, the school prioritizes the well-being of its students. This is demonstrated by the provision of functional boys’ and girls’ toilets and a reliable source of drinking water via hand pumps.

A noteworthy feature of 1084. Debra L.P School is its well-stocked library, containing 260 books. This resource serves to enrich the learning experience beyond the regular curriculum, fostering a love for reading and knowledge acquisition amongst the students. Ramps for disabled access are available, ensuring inclusivity and equal opportunity for all children.

The school’s operational efficiency relies on the dedicated efforts of its two male teachers. Meals are provided and prepared on the school premises, addressing a critical need for nutrition and ensuring students can focus on their studies without concerns about food security. The school’s management emphasizes holistic development, balancing academic instruction with essential amenities.

The school’s lack of a playground may present a challenge for physical activities and recreation, but the presence of a library compensates somewhat. The absence of computers and a computer-aided learning lab indicates a reliance on traditional teaching methodologies. This situation highlights a potential area for future development and technological integration to enhance the learning process further.

1. Debra L.P School’s commitment to education in a rural setting is noteworthy. Despite the limitations in infrastructure and resources, the school provides essential primary education and supports its students with crucial amenities such as clean drinking water and sanitation facilities.

The school’s management and teaching staff play a critical role in ensuring the success of this institution. Their dedication to education in a resource-constrained environment is commendable. The school’s success hinges on the ongoing support from the Department of Education and the wider community.

The information provided clearly outlines 1084. Debra L.P School’s profile, highlighting its strengths and areas for potential improvement. This detailed profile offers valuable insights into the educational landscape of rural Assam and the challenges faced by schools in such settings.

The school’s reliance on traditional teaching methods and the absence of certain modern facilities, while not ideal, are contextualized by its rural location and resource limitations. Future investments in technology and infrastructure could significantly enhance the learning experience and opportunities for students.

Further research could explore community engagement strategies to supplement the resources available to 1084. Debra L.P School and to investigate ways to improve student access to technology and extracurricular activities. This would allow the school to further enhance the overall educational experience it provides to its students.