153 JAMALPAR LPS

153 JAMALPAR LPS was established in 1934 and it is managed by the Department of Education. It is located in Rural area. It is located in NARSINGPUR block of CACHAR district of Assam. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t 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 Others 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 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.

153 Jamalpar LPS: A Rural Primary School in Assam, India

153 Jamalpar LPS, a government-run primary school located in the rural area of Narsingpur block, Cachar district, Assam, India, has a rich history, established in 1934. Managed by the Department of Education, it serves the community by providing primary education to children from Class 1 to Class 5. The school’s co-educational structure ensures equal opportunities for both boys and girls. With Bengali as the primary language of instruction, the school strives to provide quality education within its resource capabilities. The school operates within a government-owned building, equipped with two classrooms dedicated to learning.

The school’s infrastructure includes essential facilities. The presence of a library, stocked with 38 books, indicates a commitment to fostering a love for reading amongst students. Access to clean drinking water is currently unavailable, a critical aspect needing urgent attention. Importantly, ramps are in place for students with disabilities, promoting inclusivity. Each gender has its own toilet facility.

The teaching staff comprises four male teachers, demonstrating a commitment to providing education to the children. The head teacher, Hemendra Kr Das, leads the dedicated team. The school operates within a rural setting, relying on its resources to offer a foundational education. The availability of mid-day meals prepared on the school premises addresses students’ nutritional needs.

The school’s academic focus is entirely on primary education (Classes 1-5). The school utilizes a Bengali instructional medium, facilitating effective communication and comprehension for the students. The absence of pre-primary classes and any computer-aided learning may present challenges in providing a completely comprehensive educational experience.

The school’s location in a rural area might present logistical challenges related to access to resources and technology. However, the presence of a functioning library and accessible facilities for students with disabilities demonstrates the school’s efforts to overcome limitations. The school’s commitment to providing a mid-day meal highlights its role in supporting the overall well-being of its students.

The limited number of classrooms (two) may pose space constraints, impacting the overall learning environment. The absence of electricity and a playground could impact the quality of the learning experience and extracurricular activities for students. The school’s reliance on a government building underscores its need for consistent government support to maintain and improve its infrastructure.

Further development could include integrating computer-aided learning, expanding the library’s collection, and improving infrastructure to include electricity and a playground. Ensuring consistent access to clean drinking water is also paramount. These enhancements could substantially improve the overall educational experience offered to the students.

Community engagement could play a vital role in supporting the school’s growth and development. The local community can contribute in many ways, such as donating books, helping with maintenance, or supporting fundraising efforts for infrastructural improvements. Collaboration between the school, the community, and the government can lead to substantial positive change.

The success of 153 Jamalpar LPS hinges on a multi-faceted approach. Investment in infrastructural improvements, increased access to resources, and a focus on community engagement are crucial elements for sustainable growth. The school’s commitment to providing quality primary education in a rural setting is commendable and deserves ongoing support.

In conclusion, 153 Jamalpar LPS plays a significant role in providing primary education to children in a rural community. Despite limitations in resources and infrastructure, the school demonstrates a commitment to providing a foundational education. Addressing the identified needs would elevate the school to new heights and greatly benefit the students it serves. Continuous efforts towards improvement, combined with community support and governmental aid, are vital to ensure the school’s continued success and provide its students with the best possible educational experience.