1195 NO.DIGHALTARI RATAN LPS

1195 NO.DIGHALTARI RATAN LPS was established in 1952 and it is managed by the Department of Education. It is located in Rural area. It is located in AGOMONI block of DHUBRI 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 4 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 Pucca But Broken 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 a playground. The school has a 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.

1195 No. Dighaltari Ratan LPS: A Rural Primary School in Assam, India

1195 No. Dighaltari Ratan LPS is a government-run primary school located in the rural area of Agomoni block, Dhubri district, Assam, India. Established in 1952, this co-educational institution is under the management of the Department of Education and caters to students from Class 1 to Class 5. The school offers a pre-primary section, ensuring a comprehensive learning journey for young children.

The school’s infrastructure comprises a government building with four classrooms, all in good condition. These classrooms provide ample space for effective teaching and learning. The school also boasts a functional playground and a library, although currently without books. A key feature is the availability of hand pumps providing drinking water, ensuring the students’ hydration needs are met. Furthermore, the school provides mid-day meals, prepared on-site, contributing to the students’ overall well-being.

Assamese serves as the primary medium of instruction, fostering a strong connection to the local culture and language. The school’s commitment to inclusivity is evident in its provision of ramps for disabled children, promoting accessibility for all students. The school is accessible by all-weather roads, easing commute for students and staff alike. Its academic year begins in April, aligning with the regional academic calendar.

The teaching staff consists of two male teachers, dedicated to providing quality education. The school operates within a pucca but broken boundary wall, highlighting the need for infrastructural improvements. Notably, the school currently lacks an electricity connection, impacting its operational capacity and the potential for enhanced learning experiences.

This primary school’s rural setting reflects the challenges and opportunities inherent in providing education in underserved communities. The absence of electricity and computers, while posing challenges, underscores the need for investment in resources to further enhance the learning environment. The commitment to providing meals and maintaining a functional playground however showcases a proactive approach towards student welfare.

The school’s existing infrastructure presents both strengths and limitations. While the classrooms are well-maintained, the lack of electricity significantly hinders the potential for incorporating technology into the curriculum. Similarly, the absence of books in the library limits the students’ access to diverse learning resources. The school’s dependence on hand pumps for drinking water, while functional, highlights the need for exploring more sustainable and reliable water sources.

The school’s management, under the Department of Education, plays a crucial role in addressing these infrastructural gaps and providing necessary resources. Continued support and investment are essential to ensure the school can effectively equip its students with the necessary skills and knowledge for future success. The school’s commitment to providing a conducive learning environment, despite these limitations, is commendable.

The existing toilets for both boys and girls contribute positively to the overall hygiene and safety of the students. The school’s co-educational nature and the inclusion of a pre-primary section underline its commitment to providing equitable access to education for all children in the community. The school’s all-weather road accessibility reduces barriers for students from various geographical locations.

The absence of a computer-aided learning lab and computers for teaching indicates a potential area for future development. The integration of technology into the curriculum would not only enhance the learning experience but also equip students with essential digital literacy skills. This aligns with the broader educational goals of promoting technological proficiency among students.

In conclusion, 1195 No. Dighaltari Ratan LPS provides essential primary education in a rural setting, showcasing both successes and challenges. Addressing infrastructural gaps like providing electricity and equipping the library with books would significantly enhance the learning experience for the students. Continued support and investment from the Department of Education and other stakeholders are crucial for ensuring the school’s continued success in providing quality education to the children of the Dighaltari Ratan community.