1915 LAHARI PARA L.P

1915 LAHARI PARA L.P was established in 1982 and it is managed by the Department of Education. It is located in Rural area. It is located in JALAH block of BAKSA 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. Bodo 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 no library and has 0 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 having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

1915 Lahari Para L.P School: A Comprehensive Overview

1915 Lahari Para Lower Primary (L.P.) School, nestled in the rural heart of Assam, India, stands as a testament to the dedication towards primary education. Established in 1982, this government-run co-educational institution serves students from classes 1 to 5, providing a crucial foundation for their academic journeys. The school’s commitment to education is evident in its well-maintained facilities and dedicated teaching staff.

The school’s infrastructure comprises three classrooms, ensuring a conducive learning environment for its students. While lacking a boundary wall and electricity, the school compensates with essential amenities. A playground offers recreational opportunities, vital for holistic child development. The provision of hand pumps ensures access to clean drinking water, a fundamental necessity for a healthy learning environment. Importantly, the school includes ramps, ensuring accessibility for students with disabilities.

The school’s academic approach centers on Bodo, the local language, as the medium of instruction. This ensures that students receive education in a familiar and comfortable setting. A dedicated team of two male teachers guides and mentors the students, striving to nurture their intellectual growth. The school’s management, overseen by the Department of Education, reinforces its commitment to quality education. The Head Teacher, Jagadish Ch. Baro, plays a pivotal role in shaping the school’s academic trajectory and fostering a supportive environment.

The school’s operational model involves a daily provision of mid-day meals, prepared within the school premises, ensuring that no child faces the barrier of hunger while attending classes. The school provides a safe and supportive learning environment, ensuring the holistic development of its students.

The school operates under the ‘Others’ board for class 10 and class 10+2, indicating that it follows a flexible curriculum focused on foundational education. The absence of a pre-primary section underscores its primary focus on classes 1 to 5. The school’s location within the Jalah block of Baksa district facilitates accessibility, although specific geographical coordinates are unavailable.

Despite its limitations, including the absence of a library and computer facilities, the school’s dedication to its students is unmistakable. Its focus remains on providing a quality primary education, laying a strong academic foundation for its students. This commitment speaks volumes about the school’s dedication to improving the lives of children in the region.

The school’s commitment to providing a comprehensive education is further demonstrated by the inclusion of separate toilets for boys and girls, highlighting its commitment to gender inclusivity and basic hygiene practices. The school’s reliance on hand pumps for water underscores the need for improved infrastructure in the region, while simultaneously showcasing the school’s resourcefulness in utilizing available resources.

The school’s rural setting presents both opportunities and challenges. While it provides a close-knit community environment, it necessitates continuous effort to ensure resources and facilities are regularly updated and improved. The absence of electricity and a boundary wall highlights areas where further development and investment could significantly enhance the learning experience for students.

In conclusion, 1915 Lahari Para L.P. School serves as an example of a dedicated educational institution working tirelessly to provide quality primary education in a rural setting. While it faces certain infrastructural challenges, the school’s commitment to its students, evident in its dedicated teachers and provision of essential amenities, ensures that its students receive a strong educational foundation. The school serves as a beacon of hope and opportunity for children in the region, providing a pathway to brighter futures.

The school’s information emphasizes the need for further investment in educational infrastructure within rural communities, focusing on improved facilities and technological integration. Ongoing support and resource allocation will enable this school and others like it to achieve their full potential, cultivating a generation of educated and empowered individuals.