2003 KHAPARA LP SCHOOL

2003 KHAPARA LP SCHOOL was established in 1963 and it is managed by the Department of Education. It is located in Rural area. It is located in GAURIPUR block of DHUBRI 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 5 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.

2003 Khapara LP School: A Profile of a Rural Primary School in Assam, India

2003 Khapara Lower Primary School, established in 1963, serves the rural community of Gauripur block in Dhubri district, Assam. Managed by the Department of Education, this co-educational institution offers primary education from classes 1 to 5, with an attached pre-primary section. Instruction is conducted in Assamese, catering to the local linguistic needs. The school’s commitment to education is evident in its facilities and resources, despite some limitations.

The school building, a government structure, comprises five classrooms, all in good condition. These classrooms provide the essential learning environment for the students. Additional spaces accommodate non-teaching activities, and a dedicated room serves as the head teacher’s office. While the school lacks a boundary wall and electricity, it compensates with essential amenities.

Access to clean drinking water is ensured through functional hand pumps, a vital resource in a rural setting. The school also features separate, functional toilets for boys and girls, enhancing hygiene and sanitation. A playground provides a space for recreation and physical activity, contributing to the holistic development of the students. A library is present, although it currently lacks books. Importantly, ramps are available, ensuring accessibility for students with disabilities.

The teaching staff consists of two male teachers and a head teacher, Nurol Hoque, providing a student-teacher ratio conducive to effective learning. The school proudly prepares and provides mid-day meals on its premises, addressing the nutritional needs of its students. The school’s location is accessible via all-weather roads, ensuring consistent attendance regardless of weather conditions. The academic year begins in April, aligning with the regional academic calendar.

While the school lacks computer-aided learning facilities and computers, its commitment to quality primary education remains unwavering. The absence of female teachers and contract teachers highlights potential areas for development and growth. The school’s affiliation with “Others” for both class 10th and 10+2 boards underscores its unique position within the regional educational landscape.

The school’s management emphasizes providing a strong foundation in primary education within its community. The provision of a pre-primary section demonstrates a dedication to early childhood education. The lack of a boundary wall and electricity presents challenges, but the school’s administration is actively working towards improving facilities.

The school’s rural setting plays a significant role in shaping its character and challenges. Addressing issues like electricity and expanding the library’s collection are essential steps towards enhanced learning opportunities. The school’s reliance on hand pumps underscores the need for consistent maintenance to ensure a continuous supply of clean water.

Furthermore, the school’s commitment to inclusivity is demonstrated by the provision of ramps for students with disabilities. This focus on accessibility underscores the school’s dedication to providing equal educational opportunities for all children. The absence of female teachers represents a potential opportunity for growth and diversification of the teaching staff.

Looking ahead, opportunities for growth and improvement exist. The school could benefit from securing electricity, expanding its library collection, and possibly integrating technology into the curriculum. Further investments in infrastructure, such as a boundary wall, could enhance security and provide a more defined school environment.

In conclusion, 2003 Khapara LP School serves a crucial role in providing primary education to a rural community in Assam. Despite some limitations, its commitment to quality education, coupled with its dedicated staff, ensures that students receive a strong foundational education. The school’s ongoing efforts to improve its facilities and resources reflect its unwavering commitment to the students’ well-being and academic success. The school’s dedication to inclusivity and providing essential amenities makes it a vital part of its community.