1114 NO. GOLDDINGPARA LPS

1114 NO. GOLDDINGPARA LPS was established in 1949 and it is managed by the Department of Education. It is located in Rural area. It is located in BASKA block of BAKSA 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. Bodo 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 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 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.

1114 No. Golddingpara LPS: A Rural Primary School in Assam, India

1114 No. Golddingpara Lower Primary School (LPS), nestled in the rural heart of Baksa district, Assam, stands as a testament to the commitment to primary education in the region. Established in 1949 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, offering a crucial foundation for their academic journeys. The school’s dedication to providing a quality learning environment is evident in its various features and initiatives.

The school’s infrastructure comprises a government-provided building equipped with two classrooms, ensuring sufficient space for effective teaching. While lacking a boundary wall and electricity, the school compensates with readily available hand pumps providing clean drinking water, a vital necessity for students’ well-being. The provision of separate boys’ and girls’ toilets underscores the school’s commitment to providing a safe and hygienic learning environment.

Staffed by a team of five teachers—three male and two female—the school provides a balanced and supportive teaching environment. A head teacher, Surendra Nath Basumatary, leads the faculty, guiding and mentoring the students towards academic success. The school utilizes Bodo as its medium of instruction, catering to the local linguistic needs and promoting cultural preservation. The presence of a pre-primary section further emphasizes the school’s commitment to nurturing young minds from an early age.

The school’s location in a rural setting reflects its role in serving the local community, bringing educational opportunities to those who might otherwise lack access. Despite its modest infrastructure, the school plays a crucial role in providing basic education, laying the groundwork for students’ future educational pursuits. The school’s commitment to mid-day meals ensures that students are nourished and ready to learn.

The academic curriculum aligns with the standards for primary education. Though the school lacks computer-aided learning facilities and a library, its focus remains on providing quality instruction. The school’s dedication to education is clear, despite the challenges faced in this rural setting. The absence of computers does not hinder the school’s dedication to offering a suitable primary education.

The school’s management, under the Department of Education, ensures adherence to prescribed standards and guidelines. Its classification as “Others” for class 10th and 10+2 board examinations reflects the diverse educational pathways open to students after completing their primary education. This categorization showcases the adaptability of the educational approach.

Accessibility to the school is facilitated by an all-weather road, ensuring consistent access for students irrespective of weather conditions. The school’s operational year begins in April, adhering to the regional academic calendar, reflecting the school’s seamless integration with the community’s rhythm of life. This alignment is vital to student engagement.

The school’s commitment extends to accommodating students with disabilities. While not possessing ramps, it serves as an ongoing reminder of the need for continuous infrastructural improvement. The goal of continuous enhancement is present throughout the school’s operational principles.

The absence of a playground and a library highlights areas requiring attention and resource allocation in future development projects. Despite these infrastructural limitations, the school’s commitment to providing a basic education in a rural setting demonstrates its significant contribution to the community. The school’s achievements should be recognized.

In conclusion, 1114 No. Golddingpara LPS stands as a vital educational institution in a rural area of Assam, fulfilling a crucial role in providing foundational education while navigating challenges related to infrastructural limitations. The school’s dedication to students and the local community makes it an important part of the educational landscape. Its ongoing operations highlight the need for continued investment in education in rural areas.