2 NO TARANI LPS

2 NO TARANI LPS was established in 1979 and it is managed by the Department of Education. It is located in Rural area. It is located in KAKAPATHAR block of TINSUKIA 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 2 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 not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

2 No Tarani LPS: A Rural Primary School in Assam, India

2 No Tarani LPS, a government-run primary school, stands as a vital educational institution serving the rural community of Kakapathar block in Tinsukia district, Assam, India. Established in 1979 under the Department of Education, this co-educational school provides primary education (grades 1-5) to the children of the region.

The school’s infrastructure includes two classrooms, ensuring a relatively small student-teacher ratio. A key feature is its attached pre-primary section, catering to the youngest learners in the area. The school also boasts a playground, offering children a space for recreation and physical activity. The school building itself is government-owned and is in good condition. The school’s operational hours are aligned with the typical academic calendar, commencing in April.

While the school lacks electricity and a boundary wall, it does provide access to clean drinking water through hand pumps. Sanitary facilities are available for both boys and girls, featuring one toilet each. The lack of a library and computers is noteworthy, indicating potential areas for future development and improvement.

The school’s teaching staff consists of one male teacher and one female teacher, complemented by two additional teachers dedicated to the pre-primary section. Instruction is delivered in Assamese, reflecting the local linguistic context. The school is easily accessible via an all-weather road, minimizing challenges related to weather conditions.

Furthermore, the school takes pride in its commitment to providing nutritious meals to its students, preparing and serving midday meals on-site. This program is integral to the school’s overall educational provision, addressing both nutritional and attendance concerns.

The absence of a computer-aided learning program highlights a potential area where technology could be integrated to enhance the learning experience. Similarly, the absence of a library could limit access to supplementary learning resources.

The school’s rural location and basic infrastructure point to the realities faced by many educational institutions in less-developed regions. However, the school’s dedication to providing basic primary education, coupled with midday meals and a pre-primary section, underscores its importance to the community.

The school’s management falls under the purview of the Department of Education. The absence of computers, a library, and a boundary wall indicates potential areas for investment and improvement in school infrastructure.

Despite the limitations in resources, 2 No Tarani LPS plays a crucial role in the educational development of the children in the surrounding rural community. The school’s simple yet functional facilities provide access to essential primary education in an area where such opportunities might otherwise be limited.

Future development initiatives could prioritize enhancing the school’s infrastructure, including the introduction of computer-aided learning, library resources, and a boundary wall, to further elevate the quality of education offered.