1316NO. DAKHIN CHAYABARI LPS

1316NO. DAKHIN CHAYABARI LPS was established in 1991 and it is managed by the Department of Education. It is located in Rural area. It is located in PATHERKANDI 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 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 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.

1316NO. Dakhin Chayabari LPS: A Rural Primary School in Assam

1316NO. Dakhin Chayabari LPS, a government-run primary school, serves the rural community of Patherkandi block in Karimganj district, Assam. Established in 1991 under the Department of Education, this co-educational institution offers primary education from classes 1 to 5, with a supplementary pre-primary section. The school’s commitment to education is evident in its dedicated teaching staff, comprised of one male and one female teacher, along with an additional pre-primary teacher. Bengali serves as the primary language of instruction.

The school’s infrastructure, while functional, is modest. It boasts two classrooms in good condition, a separate room for administrative purposes, and separate functional toilets for boys and girls. The school building is government-owned and lacks a boundary wall and electricity. The absence of a library and playground highlights areas for potential future development. Importantly, the school provides mid-day meals, prepared on the premises, ensuring students’ nutritional needs are met.

Accessibility is a key feature. The school is conveniently located and accessible by all-weather roads, facilitating regular attendance for students. The school’s commitment to inclusivity is demonstrated by the availability of ramps for disabled children, ensuring equal access to education for all. The school year commences in April, following the standard academic calendar of the region.

The school’s management adheres to the Department of Education’s guidelines and standards. The administration ensures that the instructional medium remains consistent with local needs and practices. The focus remains on providing a strong foundation in primary education, shaping young minds and preparing them for future academic pursuits.

While the school lacks certain amenities commonly found in urban schools, such as a computer lab and library, its dedicated teachers and provision of mid-day meals demonstrate a clear focus on student well-being and educational attainment. This commitment to providing basic educational services is commendable given the school’s rural location and limited resources.

The lack of computers and a computer-aided learning program is noteworthy, highlighting potential areas for future development and resource allocation. Investing in these technologies could significantly enhance the learning experience and prepare students for a technologically advancing world. Similarly, the absence of a library underscores the need for initiatives to promote reading and encourage a lifelong love of learning.

The development of a school playground would contribute greatly to the physical and social well-being of the students, providing opportunities for recreation and physical activity. This could foster teamwork, collaboration, and a sense of community among the students.

Securing a reliable electricity supply would significantly improve the school’s functionality and create a more conducive learning environment. Electricity would allow for the use of educational technologies, improve lighting, and extend the school’s operational hours, potentially enabling evening study sessions or community events.

The absence of a boundary wall presents a security concern. Constructing a boundary wall would provide a safer environment for students and staff, ensuring their safety and protection within the school grounds.

In conclusion, 1316NO. Dakhin Chayabari LPS serves as a vital educational institution in a rural community, providing basic primary education and midday meals. While lacking certain amenities, its dedication to education and commitment to inclusivity shine through. Future investments in infrastructure, technology, and resources would further enhance the school’s ability to serve its students effectively.