1224 NO. SAKHARI PARA LPSCHOOL

1224 NO. SAKHARI PARA LPSCHOOL was established in 1953 and it is managed by the Department of Education. It is located in Rural area. It is located in SOUTH SALMARA 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 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 a library and has 100 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.

1224 No. Sakhari Para LPSchool: A Rural Primary School in Assam

1224 No. Sakhari Para LPSchool, a government-run primary school located in the rural area of South Salmara block, Dhubri district, Assam, has served the community since its establishment in 1953. Managed by the Department of Education, this co-educational institution provides primary education (classes 1-5) with Assamese as the medium of instruction. The school boasts a library with 100 books, offering valuable resources for its students. While lacking a boundary wall and electricity, the school maintains functional hand pumps for drinking water, ensuring access to this essential resource.

The school’s infrastructure includes two classrooms in good condition, and separate facilities for non-teaching activities and the head teacher. Toilets, one each for boys and girls, are available and functional. The school also features ramps for disabled children, highlighting its commitment to inclusivity. It also operates a pre-primary section for younger children, expanding access to early education. Furthermore, it provides mid-day meals, prepared and served on the school premises, contributing to the students’ well-being.

The school’s management is committed to providing quality education despite the infrastructure limitations. The dedicated team of two male teachers works diligently to deliver the curriculum. The head teacher, Rishikesh Ch Paul, provides strong leadership to the institution. The school is approachable via an all-weather road, facilitating easy access for students and staff. Academic sessions commence in April, aligning with the regional academic calendar.

While the school doesn’t have computers or a computer-aided learning lab, its focus on providing a basic education remains paramount. The absence of a playground doesn’t detract from the school’s commitment to providing a structured learning environment. The school’s operation demonstrates resilience and adaptability within the constraints of its resources. The provision of a library and mid-day meals highlights the school’s attempt to address some essential needs of its student population.

The school’s location in a rural area reflects the need for continued support and development to enhance educational opportunities in less developed regions. Investments in infrastructure, technology, and additional resources would significantly benefit the school and its students.

The lack of a boundary wall underscores a need for enhanced safety and security measures. The absence of electricity poses challenges to the learning environment and could be addressed with renewable energy solutions.

Despite these limitations, 1224 No. Sakhari Para LPSchool continues to provide valuable educational services to the community. The school’s dedication to its students is commendable, and its enduring presence speaks volumes about its role within the local context.

The school’s commitment to providing a basic but functional education is noteworthy, especially considering the resources available. The small staff demonstrates dedication and perseverance in fulfilling their teaching roles. The provision of a pre-primary section expands the school’s reach, extending educational opportunities to an even wider range of the community’s children.

The school’s rural location highlights the challenges faced by educational institutions in less developed areas, but also the importance of their continued operation. Access to resources and support is crucial for ensuring equitable educational opportunities for all. The ongoing commitment of the staff and administration makes 1224 No. Sakhari Para LPSchool a significant asset within its community.

Further development of the school’s infrastructure and resources could significantly enhance the quality of education offered. Investing in modern teaching aids, improving the school’s facilities, and providing more support to the staff could create a more conducive and enriching learning environment.

In conclusion, 1224 No. Sakhari Para LPSchool stands as a testament to the dedication of educators in providing essential education in a rural setting. While facing infrastructure challenges, the school’s ongoing operation and commitment to its students make it an integral part of the local community. Future improvements will further enhance its capacity to serve the educational needs of its students.