191 NO. GARAMSUNG LPS

191 NO. GARAMSUNG LPS was established in 1952 and it is managed by the Department of Education. It is located in Rural area. It is located in RANGIA block of KAMRUP RURAL 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 4 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 94 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.

191 No. Garamsung LPS: A Rural Primary School in Assam

191 No. Garamsung LPS, a primary school nestled in the rural expanse of Rangia block, Kamrup Rural district, Assam, stands as a testament to educational access in a remote area. Established in 1952 and managed by the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, with an added pre-primary section. Instruction is imparted in Assamese, ensuring accessibility for the local community. The school operates within a government building, comprising four well-maintained classrooms and additional space for non-teaching activities.

The school’s infrastructure, though basic, serves its purpose effectively. A playground provides recreational space for students, while a library stocked with 94 books fosters a love of reading. The availability of hand pumps ensures access to drinking water, and separate boys’ and girls’ toilets contribute to a hygienic environment. Ramps for disabled children are available, ensuring inclusivity. Meals are provided and prepared on the school premises, addressing the nutritional needs of the students.

The school’s teaching staff consists of two male teachers and one pre-primary teacher, dedicated to imparting quality education. While lacking electricity and a boundary wall, the school benefits from the accessibility of an all-weather road. The academic year begins in April, following the standard calendar for the region. The absence of computers and a computer-aided learning lab points to a reliance on traditional teaching methods.

The school’s commitment to education is evident in its provision of a pre-primary section, a library, and a playground, despite limited resources. The presence of a dedicated pre-primary teacher highlights the importance placed on early childhood education. The school’s rural location reflects its role in providing essential educational services to a community that might otherwise lack access.

The “Others” classification for class 10 and 10+2 boards suggests a possible focus on local or state-specific examinations. This approach may be tailored to the specific needs and context of the community served. The school’s management by the Department of Education underlines its commitment to government standards and the provision of free and compulsory education.

The school’s location in a rural area presents both challenges and opportunities. While connectivity and access to advanced technology might be limited, the school plays a vital role in the community’s development by providing education and fostering a love of learning in its students.

The lack of certain amenities like electricity and a boundary wall emphasizes the need for continued support and investment in infrastructure development in rural areas. However, the existing resources are utilized effectively, ensuring a conducive learning environment.

The school’s modest size and resource limitations underscore the importance of prioritizing educational opportunities in under-resourced communities. The dedication of the teachers, along with the school’s provision of basic necessities like food and sanitation, creates a supportive learning space for the children.

Looking forward, increased access to technology, improved infrastructure, and additional resources could significantly enhance the school’s capacity and impact on the community. Investing in these areas would further empower students with the skills and knowledge they need to thrive.

In conclusion, 191 No. Garamsung LPS serves as an essential educational institution in its rural community. Despite its limited resources, its dedicated teachers and basic infrastructure provide vital learning opportunities for its students. With continued support, this school can continue to play a crucial role in shaping the futures of its students and contributing to the overall development of the region.