132 NO KAMJAN ALENGI LPS

132 NO KAMJAN ALENGI LPS was established in 1927 and it is managed by the Department of Education. It is located in Rural area. It is located in MAJULI block of JORHAT 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 3 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 Partial 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 2 girls toilet and it is functional. The school has no playground. The school has a library and has 73 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.

132 No Kamjan Alengi LPS: A Detailed Profile of an Assam Primary School

132 No Kamjan Alengi LPS, a primary school nestled in the rural heart of Majuli block, Jorhat district, Assam, offers a glimpse into the educational landscape of this region. Established in 1927, this government-run co-educational institution stands as a testament to the enduring commitment to education in the area. The school’s history, coupled with its current offerings, paints a picture of a vital community resource.

The school caters to students from Class 1 to Class 5, embracing a comprehensive approach to primary education. Instruction is delivered in Assamese, reflecting the local linguistic context. Beyond the core curriculum, the school boasts a pre-primary section, extending its reach to younger learners. This commitment to early childhood education speaks volumes about the school’s dedication to nurturing young minds.

The school’s infrastructure is a blend of established features and areas for potential improvement. The existing three classrooms are in good condition, providing a suitable learning environment. The school’s library houses 73 books, a valuable resource for enriching the learning experience. Notably, the school provides mid-day meals, prepared and served on its premises. This ensures that students receive essential nutrition, supporting their academic progress.

Furthermore, the school’s facilities include separate boys’ and girls’ toilets, showcasing a commitment to gender-inclusive sanitation. The presence of hand pumps ensures access to clean drinking water, a crucial aspect of maintaining student health and hygiene. While the school lacks a playground and electrical connections, the availability of ramps for disabled students emphasizes its commitment to inclusivity.

The school’s leadership comprises a dedicated team of two teachers, one male and one female, working collaboratively to deliver quality education. The presence of a head teacher further reinforces the school’s strong organizational structure. The management of the school is entrusted to the Department of Education, highlighting its position within the wider educational system.

The school’s physical setting reflects its rural location. The partially constructed boundary wall suggests ongoing development efforts to enhance the school’s security and overall environment. The absence of a computer-aided learning lab underscores the challenges of technological integration in rural education. The lack of computers also mirrors the challenges faced in many similar institutions across the country.

The school’s academic structure is rooted in a foundation of traditional pedagogy, catering specifically to students in the primary grades. The use of “Others” as a classification for the higher education boards suggests the school’s primary focus on elementary education. The absence of a secondary section highlights its role within the larger educational system of the region.

The school’s location is accessible via roads suitable for all weather conditions, ensuring convenient access for students and staff regardless of seasonal changes. The academic calendar aligns with the regional norms, beginning in April. The school’s commitment to quality education, despite the limited resources, is commendable.

In summary, 132 No Kamjan Alengi LPS embodies both the strengths and challenges facing primary education in rural Assam. Its longevity and commitment to basic education make it a valuable asset to the community. Future development initiatives could focus on enhancing infrastructure, integrating technology, and expanding educational offerings to better serve the needs of its students and the community.

This detailed profile provides valuable insights into the operations and challenges of a rural primary school in India, informing educational policy and resource allocation to better serve the needs of similar institutions. The school’s efforts, despite its limitations, exemplify the resilience and dedication found in rural educational environments.