1248 NO BANDARKHAL LPS

1248 NO BANDARKHAL LPS was established in 1972 and it is managed by the Department of Education. It is located in Rural area. It is located in KATIGORAH block of CACHAR 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 have electric connection. The source of Drinking Water in the school is None 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 38 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.

1248 No Bandarkhal LPS: A Rural Primary School in Assam, India

1248 No Bandarkhal LPS, a government-run primary school, serves the rural community of Katigorah block in Cachar district, Assam, India. Established in 1972 under the Department of Education, this co-educational institution offers classes from 1st to 5th standard, encompassing a pre-primary section as well. Instruction is primarily conducted in Bengali.

The school’s infrastructure includes two classrooms in good condition, suitable for providing education to the students. A dedicated room serves the head teacher, providing an essential administrative space within the school. While lacking a boundary wall, the school enjoys a reliable electricity supply, ensuring a conducive learning environment. A noteworthy feature is the school’s library, housing 38 books, providing valuable supplementary learning resources for students. The school also provides ramps for disabled children, reflecting a commitment to inclusive education.

The dedicated teaching staff comprises two male teachers, demonstrating commitment to delivering quality education. The school follows a well-established academic calendar, commencing its session in April, adhering to the standard academic schedule. The mid-day meal program plays a crucial role, providing nutritious meals prepared on-site, ensuring students receive proper nourishment alongside their education.

The school’s location is easily accessible by road, regardless of weather conditions, promoting regular attendance and minimizing disruption to the academic year. The provision of separate boys’ and girls’ toilets underscores the school’s commitment to hygiene and the well-being of its students. However, the absence of a playground and computer-aided learning facilities represent areas for potential improvement and expansion.

While the school’s library offers a valuable resource, a larger collection could further enhance learning opportunities. The lack of a boundary wall could present a security concern. The future development plans might consider strengthening the school’s infrastructure by adding a playground, computer lab, and expanding the library collection.

The school’s administration effectively manages resources within its current limitations, providing a fundamental education to the children in its care. The provision of ramps for disabled children highlights the school’s dedication to inclusive education. The absence of female teachers is a notable aspect that could benefit from future recruitment efforts to create a more balanced and diverse teaching environment.

The school’s modest size and existing resources, including its library and the provision of mid-day meals, indicate an institution diligently serving its community’s needs. Its focus on providing basic education in a supportive environment ensures that children from the rural area have access to essential learning opportunities.

The readily available transportation, essential for students’ daily commute, underscores the location’s accessibility. The school is a beacon of hope and opportunity in its community, playing a critical role in shaping the lives of young students. The school’s dedicated teachers, along with the support of the Department of Education, are instrumental in nurturing the educational development of its students.

Further investment in resources such as computers and a playground could significantly enhance the school’s educational capacity and create a more enriching learning experience for the children. The implementation of a comprehensive development plan should address these areas to maximize the school’s educational potential and create a more dynamic and holistic learning environment.

This detailed overview of 1248 No Bandarkhal LPS reveals a dedicated primary school providing foundational education in a rural setting. While certain facilities require enhancements, the school’s commitment to its students and community is evident. Ongoing investment and development initiatives can further empower this school to provide even better education for the future generations it serves.