150 NO DALUA LPS

150 No Dalua LPS: A Rural Primary School in Assam, India

150 No Dalua LPS, a government-run primary school, stands as a testament to educational commitment in the rural heartland of Assam, India. Established in 1920, this co-educational institution serves students from Class 1 to Class 5, imparting knowledge in Assamese. Its location in the BORIGOG BANBHAG block of NALBARI district places it firmly within the rural landscape, accessible via all-weather roads. The school's academic year commences in April, following the standard Indian academic calendar.

The school's infrastructure is noteworthy. Housed in a government-built pucca building, 150 No Dalua LPS boasts four classrooms, ensuring adequate space for learning. The presence of a functional library, stocked with 60 books, reflects a commitment to fostering a love of reading among its students. Access to clean drinking water is provided through hand pumps, a crucial element in the school's commitment to the well-being of its pupils. Furthermore, the school provides mid-day meals, prepared and served on the school premises.

The school's facilities also include separate boys' and girls' toilets, emphasizing the importance of hygiene and gender-sensitive infrastructure. Importantly, the school is equipped with ramps for disabled children, ensuring inclusivity in its educational approach. The school's management lies with the Department of Education, reflecting a commitment to public education and access for all.

The teaching staff at 150 No Dalua LPS comprises four teachers – three male and one female – under the leadership of Head Teacher PRABIN KALITA. The school's commitment to providing quality education is evident in its dedicated staff, who are instrumental in shaping young minds in this rural community.

The absence of computer-aided learning facilities does not detract from the school's core strength – its dedication to providing quality primary education. While technology is increasingly important in education, the school focuses on building a solid foundation in basic literacy and numeracy using traditional methods. This approach emphasizes the importance of human interaction and individualized attention, crucial elements in early childhood education.

150 No Dalua LPS's rural setting presents both challenges and opportunities. While access to resources may be limited, the close-knit community fosters a strong sense of shared responsibility for the success of its students. This community support contributes significantly to the school's ability to provide a supportive and nurturing learning environment.

The school's long history, dating back to 1920, speaks volumes about its enduring presence and significance within the local community. Its continued operation represents a continuous thread of educational opportunities for generations of students in the region. Its modest yet functional facilities demonstrate an understanding of the essential needs for effective learning.

In conclusion, 150 No Dalua LPS is a valuable community asset, providing essential primary education to children in a rural area of Assam. Its commitment to quality education, inclusive infrastructure, and dedicated staff positions it as an important educational institution, contributing to the betterment of lives and the community's future.

The school's adherence to a traditional educational approach, while lacking advanced technology, is deliberate and reflects a focus on fundamental skills development. The school's strengths lie in its dedicated staff, accessible location, and provision of basic necessities for its students.

Despite the lack of modern technological aids, the focus on basic educational needs, coupled with the essential facilities, creates a positive and supportive learning environment. The school's management structure, overseen by the Department of Education, ensures adherence to educational standards and promotes accountability. The school's continued operation, despite the challenges of its rural setting, showcases the resilience and commitment of the teaching staff and the wider community.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.