1864 DAKHIN KHANDAKARPARA L.P.

1864 DAKHIN KHANDAKARPARA L.P. was established in 1978 and it is managed by the Department of Education. It is located in Rural area. It is located in BHAWANIPUR block of BARPETA 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 No Boundary Wall 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 1 girls toilet and it is functional. The school has a playground. The school has a library and has 61 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.

1864 Dakhin Khandakarpara Lower Primary School: A Detailed Overview

1864 Dakhin Khandakarpara Lower Primary School, a government-run institution established in 1978, serves the rural community of Bhawanipur block in Barpeta district, Assam. Managed by the Department of Education, this co-educational school provides primary education (Classes 1-5) and boasts a dedicated pre-primary section. Instruction is delivered in Assamese, ensuring accessibility for local students. The school’s commitment to education is further evidenced by its well-maintained facilities and readily available resources.

The school infrastructure includes three classrooms in excellent condition, supplemented by additional rooms for non-teaching activities and a designated space for the head teacher. While the school lacks a boundary wall and electricity, its essential services are well-provided. A functional hand pump offers a reliable source of drinking water for students and staff, ensuring hydration throughout the school day. Separate boys’ and girls’ toilets add to the school’s commitment to providing a safe and hygienic learning environment.

A notable feature is the school’s well-stocked library, containing 61 books to enrich the learning experience beyond the classroom. The presence of a playground provides a vital space for recreation and physical activity, promoting holistic child development. Accessibility is prioritized, with ramps available to ensure inclusive access for all students, regardless of physical abilities.

The dedicated teaching staff comprises three male teachers and one pre-primary teacher, all committed to providing quality education. The school’s commitment to student well-being extends to providing mid-day meals prepared on-site, ensuring students have access to nutritious sustenance throughout the school day. This commitment to student welfare underlines the school’s dedication to supporting the comprehensive development of its pupils.

The school’s adherence to established academic standards is reflected in its affiliation with the “Others” board for both Class 10 and Class 10+2 examinations. This indicates flexibility and adaptability within the educational framework, enabling students to pursue a diverse range of educational pathways. The school’s commitment to providing a comprehensive education is further evident in its provision of a pre-primary section, laying a strong foundation for future academic success.

The school’s rural location presents both opportunities and challenges. Its accessibility by all-weather roads ensures connectivity, facilitating access for students and staff from across the surrounding area. The school’s operational schedule aligns with the regional academic calendar, with the school year beginning in April.

1864 Dakhin Khandakarpara L.P. School stands as a testament to the ongoing efforts to provide quality primary education in rural Assam. Despite facing challenges such as the lack of electricity and boundary walls, its robust infrastructure, dedicated teachers, and commitment to student well-being contribute to its reputation as a valuable community asset.

The school’s management by the Department of Education ensures alignment with national educational standards and provides opportunities for ongoing support and development. The school’s focus on providing a comprehensive and inclusive learning environment is underscored by its readily accessible resources, its dedicated staff, and its commitment to the holistic development of its students.

This comprehensive overview of 1864 Dakhin Khandakarpara L.P. School highlights its significant role in providing essential primary education within the rural landscape of Assam. The school’s continuous efforts to improve its facilities and resources reflect its dedication to providing quality education to its students. The school’s dedication is an inspiring example of the commitment to educational advancement in rural areas.

The school’s information underscores the challenges and successes of providing education in rural settings. Further development of resources such as electricity and a boundary wall would further enhance the learning environment. Nevertheless, the school remains a valuable contributor to the educational landscape, providing essential primary education and laying a strong foundation for the future success of its students.

The school’s story is one of resilience, adaptation, and commitment to education. It serves as a model for other rural schools, demonstrating the power of dedication and perseverance in providing quality education amidst limited resources. The school’s achievements inspire continued efforts to improve access to quality education in similar communities across the region.