1983 NO. BAHIR SALMARA LPS

1983 NO. BAHIR SALMARA LPS was established in 1968 and it is managed by the Department of Education. It is located in Rural area. It is located in BILASIPARA block of DHUBRI 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. 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 6 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 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 not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

1983 No. Bahir Salmara LPS: A Rural Primary School in Assam

1983 No. Bahir Salmara Lower Primary School (LPS), a government-run institution, serves the rural community of Bilasipara in Dhubri district, Assam. Established in 1968, this co-educational school provides primary education (classes 1-5) to the local children. The school’s management falls under the Department of Education, reflecting its commitment to public service.

The school infrastructure includes a government building with six classrooms, all in good condition, ensuring a conducive learning environment. While lacking a boundary wall and electricity, the school compensates with essential amenities like a playground and a library, albeit currently without any books. Access to clean drinking water is ensured through functional hand pumps, fulfilling a critical need for the students. The school also boasts ramps for disabled access, showcasing its commitment to inclusivity.

The teaching staff comprises two male teachers and a head teacher, Joshmat Ali Sheik, providing a student-teacher ratio conducive to effective learning. The primary medium of instruction is Assamese, reflecting the local linguistic context. The school operates on an academic calendar that commences in April, aligning with the regional educational norms. The school also offers a mid-day meal program, prepared and provided on the school premises. The school building is a single-unit structure and not used for multiple shifts.

This primary school plays a crucial role in providing foundational education within its community. Its location in a rural setting emphasizes its importance in ensuring equal educational opportunities for all, regardless of geographical location. The school’s facilities, while modest, aim to create a positive learning environment for the students. The provision of a mid-day meal program is a significant support for students from economically disadvantaged families.

Despite the absence of computers and computer-aided learning facilities, the school’s focus remains on delivering a quality primary education using traditional methods. The availability of separate boys’ and girls’ toilets highlights the importance placed on hygiene and sanitation. The presence of a playground allows for physical activity and recreation, essential aspects of a child’s holistic development.

The school’s reliance on hand pumps for drinking water is a common feature of rural areas and highlights the infrastructure challenges faced in these settings. However, the existence of ramps for disabled students speaks to an effort towards inclusivity and accessibility for all learners.

The school’s commitment to providing a nurturing and supportive learning environment is evident in its provision of a mid-day meal. This ensures that students receive proper nourishment, which is vital for their physical and mental well-being, thus contributing to their learning potential.

The lack of a boundary wall could be addressed through future infrastructure development projects, potentially enhancing the overall security and safety of the school grounds. Similarly, the absence of electricity and computer facilities presents opportunities for potential improvements. These aspects are often linked to funding and resource availability, highlighting the need for continued support and investment in educational infrastructure in rural communities.

Efforts to increase the number of books in the library and the integration of technology into the curriculum would further enhance the learning experience of the students. This would facilitate the engagement of students in modern teaching methods and improve their access to educational resources.

The 1983 No. Bahir Salmara LPS represents a vital educational resource within its community. Although facing challenges relating to infrastructure and resources, it successfully provides a foundational education to the local children, fulfilling its critical role in shaping their future. Continued support and investment in this and similar rural schools remain crucial for fostering equitable access to quality education in Assam.