1104NO. GOBINDAPUR LPS

1104NO. GOBINDAPUR LPS was established in 1982 and it is managed by the Department of Education. It is located in Rural area. It is located in R.K NAGAR 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 Well 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.

1104NO. Gobindapur LPS: A Rural Primary School in Assam, India

Gobindapur Lower Primary School (LPS), identified by code 18220429301, serves the rural community of Gobindapur in the Karimganj district of Assam, India. Established in 1982, this government-run school is under the management of the Department of Education. Its primary focus is on providing education to students from Class 1 to Class 5, offering a co-educational environment with a pre-primary section.

The school’s infrastructure includes two classrooms, ensuring adequate space for instruction. A notable feature is the provision of a midday meal, prepared and served on the school premises, addressing the nutritional needs of the students. The school building, while functional, lacks a boundary wall and electricity, highlighting areas where improvements could significantly enhance the learning environment.

The school’s teaching staff comprises two female teachers, dedicated to providing quality education using Bengali as the primary language of instruction. The school’s accessibility is ensured by its location on an all-weather road, facilitating convenient access for students and staff. The school year commences in April, aligning with the academic calendar of the region.

Cleanliness and sanitation are addressed through the provision of one functional boys’ toilet and one functional girls’ toilet. However, the absence of a library, playground, and computer-aided learning facilities presents opportunities for future development and enrichment of the learning experience. The drinking water source is a well, which provides a reliable supply of fresh water.

The absence of a library and computer facilities points to a need for resource enhancement. The addition of these crucial educational tools could significantly improve learning outcomes and broaden students’ access to information and technology. Similarly, the lack of a playground limits opportunities for physical activity and recreational development among the children.

While the school successfully provides a basic education, the lack of certain amenities underscores the need for further development. Investing in a library, computers, a playground, and a boundary wall would not only enhance the physical environment but also greatly enrich the educational experience for the students. These improvements could significantly benefit the school’s overall effectiveness.

The school’s strong points include the dedicated female teachers, the provision of a midday meal, and its accessible location. These aspects form the foundation upon which further improvements can build a more robust and comprehensive educational institution.

The absence of ramps for disabled children is noteworthy, indicating a potential area of improvement to ensure inclusivity. Further investment should address this aspect and ensure all children can participate equally in learning.

The school’s management, the Department of Education, plays a crucial role in supporting its development. By allocating additional resources and providing opportunities for professional development for teachers, the department can work towards the continuous enhancement of this vital community asset.

Gobindapur LPS, despite its limitations, demonstrates the unwavering commitment of teachers to provide education in a challenging environment. The school represents the critical need for investing in rural education and the transformative potential of ensuring access to quality learning opportunities for all students.