1433 NO. KANDIGRAM LPS

1433 NO. KANDIGRAM LPS was established in 1974 and it is managed by the Department of Education. It is located in Rural area. It is located in SALCHAPRA 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 doesn’t have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 1 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has a library and has 50 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.

1433 NO. Kandigram LPS: A Rural Primary School in Assam, India

1433 NO. Kandigram LPS, a government-run primary school located in the rural Salchapra block of Cachar district, Assam, India, offers a glimpse into the educational landscape of a typical rural Indian community. Established in 1974 under the Department of Education, the school serves students from Class 1 to Class 5, catering to both boys and girls in a co-educational setting. The school’s commitment to education is evident in its various facilities and programs.

The school’s infrastructure includes two well-maintained classrooms, providing sufficient space for instruction. A dedicated room serves as the head teacher’s office, ensuring administrative efficiency. The school also boasts a library, housing a collection of 50 books, fostering a love for reading amongst its students. A reliable source of drinking water, provided through a functional tap water system, ensures the students’ well-being. Ramps are available, ensuring accessibility for disabled children. The provision of a midday meal, prepared and served on the school premises, addresses nutritional needs and encourages regular attendance.

The school’s academic focus is primarily on Bengali instruction, reflecting the local linguistic context. Two teachers – one male and one female – dedicate themselves to providing quality education to the students. The school’s management actively supports the addition of a pre-primary section, enhancing early childhood learning opportunities. The school’s affiliation with the “Others” board for both Class 10 and Class 10+2 reflects a commitment to diverse educational pathways.

The absence of a computer-aided learning lab and computers highlights a potential area for future development. Similarly, the lack of a boundary wall and electricity supply presents challenges that could hinder the school’s progress. Despite these limitations, the school’s commitment to providing a quality education remains unwavering.

The school’s location, although rural, is conveniently accessible by road throughout the year. The school’s academic year commences in April, aligning with the traditional Indian academic calendar. The availability of a boys’ toilet further contributes to a hygienic and comfortable learning environment.

The head teacher, MD Altaf Hussain Laskar, leads the school’s dedicated teaching staff, guiding its academic direction. Their efforts ensure that the children receive a comprehensive education, preparing them for future opportunities.

The school’s unique characteristics, including its rural setting, dedicated teaching staff, and comprehensive facilities (despite certain limitations), make it a significant contributor to the community’s educational advancement. Further investment in infrastructure and resources could further enhance the learning experience for the students.

In conclusion, 1433 NO. Kandigram LPS showcases the resilience and commitment of rural schools in providing essential education. While certain infrastructural upgrades could improve the school environment, the dedication of its staff and the provision of essential amenities contribute to a positive learning experience for the students. The school’s existence highlights the importance of continued investment in rural education in India.

The school’s story is one of commitment, resilience, and a dedication to providing essential education to the children of the rural community. The efforts of the teaching staff, coupled with the support of the Department of Education, ensure a promising future for the students of 1433 NO. Kandigram LPS. The school serves as a testament to the power of education in transforming lives, even in challenging circumstances.