1617 DAKHIN HARINAGAR LPS

1617 DAKHIN HARINAGAR LPS was established in 1979 and it is managed by the Department of Education. It is located in Rural area. It is located in KATIGORAH 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 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 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 a library and has 31 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.

1617 Dakhin Harinagar LPS: A Detailed Profile of a Rural Primary School in Assam, India

Nestled in the rural heartland of Assam, India, 1617 Dakhin Harinagar LPS stands as a testament to the dedication to primary education. Established in 1979 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, providing a crucial foundation for their academic journeys. The school’s location within the Katigorah block of Cachar district underscores its role in reaching children in underserved areas.

The school’s infrastructure, while modest, is functional. Three classrooms form the core of the teaching space, all maintained in good condition to facilitate effective learning. The presence of a library, stocked with 31 books, further enhances the educational environment, providing students with access to supplementary reading materials. Importantly, the school provides mid-day meals, prepared and served on-site, addressing a critical aspect of students’ overall well-being and ensuring they have the energy to focus on their studies. The school also boasts functional boys’ and girls’ toilets, reflecting a commitment to basic hygiene and sanitation. Accessibility for disabled children is ensured through the provision of ramps.

The teaching staff comprises three male teachers, dedicated to imparting knowledge and nurturing the students’ academic growth. Bengali serves as the primary language of instruction, connecting the curriculum directly to the students’ linguistic background. The school’s management emphasizes a holistic approach, prioritizing not only academic excellence but also the overall development of each student.

The school’s government-provided building reflects a commitment to providing a safe and stable learning environment. While lacking electricity and a boundary wall, the school’s focus remains firmly on academics and student well-being. The absence of a playground might seem a drawback, but the school compensates for this through its other features, ensuring a well-rounded educational experience.

The school’s administrative structure is streamlined, headed by a single head teacher, Abdul Khalique Barbhuiya, who provides leadership and guidance to the teaching staff. The school’s “Others” board affiliation for classes 10 and 10+2 indicates a unique educational pathway catered to the local context. The absence of computer-aided learning and computers underscores the need for future technological improvements but doesn’t detract from the core educational function of the school.

The school’s rural setting highlights its crucial role in providing quality education to children in this area, contributing to the overall development of the community. The school’s operational challenges, like the lack of electricity and boundary wall, represent opportunities for future development and investment in infrastructure improvements.

Despite the absence of certain amenities, 1617 Dakhin Harinagar LPS plays a significant role in the local community by providing primary education. Its committed teachers, functional infrastructure, and provision of midday meals demonstrate a dedication to supporting the educational needs of the students in its care.

The school’s success story relies heavily on the continued support from the government, local community, and philanthropic organizations. Investments in technology, infrastructure upgrades, and teacher training would further enhance the school’s capacity to provide a high-quality education.

The school’s unwavering focus on delivering a foundational primary education, despite resource limitations, positions it as a vital pillar of the community, shaping young minds and contributing to the brighter future of the region. Its commitment to providing a supportive and enriching learning environment, despite its challenges, is commendable. The school’s story is one of dedication, resilience, and the ongoing pursuit of educational excellence in a rural setting. The school represents a powerful example of how, even with limited resources, quality primary education can be effectively delivered.