1928 NO. DAMUMARA LP SCHOOL

1928 No. Damumara LP School: A Profile of a Rural Primary School in Assam, India

Nestled in the rural landscape of Bilasipara block, Dhubri district, Assam, lies 1928 No. Damumara LP School, a government-run primary institution dedicated to educating young minds. Established in 1965 under the Department of Education, this co-educational school serves students from Class 1 to Class 5, offering a foundational education crucial for their future development.

The school's infrastructure comprises three classrooms in good condition, supplemented by two additional rooms for non-teaching activities and a dedicated space for the head teacher. While lacking a boundary wall and electricity, the school boasts a playground and a library, although the latter currently lacks books. Access to clean drinking water is ensured through a functional well, and ramps are available, ensuring inclusivity for students with disabilities. The school's single girls' toilet remains functional.

Academically, the school employs an instruction medium of Assamese, with a total of two teachers – two male pre-primary teachers and one head teacher, MD. Mosaddeque Hussain, guiding the students' learning journey. The school also provides mid-day meals, prepared on the school premises, ensuring nutritional support for its students.

The school's operational structure is noteworthy. Its management falls under the Department of Education, operating as a non-residential institution. The school operates according to the standard academic calendar, commencing its session in April. Its rural location necessitates all-weather road accessibility for both students and staff.

Importantly, the school offers a pre-primary section, catering to the youngest learners. The curriculum aligns with the Others board for both Class 10 and Class 10+2, highlighting a unique approach to education that prioritizes foundational literacy and numeracy.

While lacking modern technological resources such as computers and computer-aided learning facilities, the school's focus remains steadfast on providing quality primary education. Its commitment to providing a safe and supportive learning environment is evident in its provision of a functional girls' toilet, a playground, and readily accessible drinking water.

The school's limitations underscore the need for further investment in infrastructure and resources. The absence of electricity, a boundary wall, and an extensive library collection presents opportunities for enhancement and improvement. Supplying the library with books and integrating technology into the curriculum could significantly elevate the quality of education delivered.

Despite the challenges, 1928 No. Damumara LP School stands as a testament to the unwavering commitment to education in rural Assam. Its dedicated staff strives to equip young learners with the essential tools for success, demonstrating resilience and adaptability in the face of resource constraints.

The school's proactive measures towards accessibility and inclusivity, particularly the provision of ramps for disabled students, highlight its sensitivity to the diverse needs of its students. This proactive approach is a positive aspect that should be further strengthened.

Looking towards the future, strategic planning and investment can help 1928 No. Damumara LP School overcome its limitations and thrive as a pivotal institution within its community. Collaborative efforts involving the local government, educational organizations, and private donors can contribute significantly to enhance the school's facilities and educational resources.

In conclusion, 1928 No. Damumara LP School, despite its resource limitations, plays a critical role in the educational landscape of rural Assam. Its dedication to providing a foundational education, coupled with efforts towards inclusivity, forms a strong foundation for future growth and improvement. With continued support, the school has the potential to become an even more impactful center of learning for the community.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.