22 NO. KANIHA BALIKA LPS

22 No. Kaniha Balika LPS: A Detailed Profile of an Assam Primary School

22 No. Kaniha Balika LPS, a government-run primary school in the rural heartland of Assam, India, stands as a testament to the commitment to education in underserved communities. Established in 1951 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, offering a crucial foundation for their academic journeys. Its location within the Rangia block of Kamrup Rural district places it within a context of significant educational need, serving as a vital pillar for the local populace.

The school's infrastructure, while modest, reflects its dedication to providing a learning environment. A single classroom serves as the primary space for instruction, supplemented by two additional rooms for other school activities. The school building itself is government-owned, and although it lacks a boundary wall and electricity, the presence of a functional hand pump ensures access to clean drinking water, a critical component of a healthy learning environment.

A key feature of 22 No. Kaniha Balika LPS is its library, which houses a collection of 13 books, offering students valuable access to reading materials beyond their textbooks. The school’s commitment to inclusive education is further highlighted by the presence of ramps for disabled children, demonstrating a thoughtful consideration of accessibility needs within its limited resources. Separate boys' and girls' toilets also ensure a basic level of sanitation and hygiene.

Instruction at the school is primarily conducted in Assamese, aligning with the local language and cultural context. With a total of two teachers – one male and one female – the student-to-teacher ratio allows for personalized attention and support. The school also features a pre-primary section, catering to the youngest learners and providing a smooth transition into formal education. The midday meal program, prepared and provided on the school premises, plays a significant role in ensuring students' nutritional needs are met, combating hunger and improving concentration during classes.

The school's academic focus is on primary education (Classes 1-5), setting a strong groundwork for students' future educational pursuits. The school is affiliated with an "Others" board for both Class 10 and Class 10+2 examinations, suggesting a flexibility in curriculum and pathways beyond primary schooling.

While the school's facilities are basic, the dedication of its teachers, coupled with the availability of essential resources like the library and drinking water, ensures that students receive a quality education. The school's commitment to providing a mid-day meal underscores its broader role within the community, extending beyond academic instruction to encompass the holistic well-being of its students.

The lack of computers and a computer-aided learning lab, and the absence of a playground, present opportunities for future development. Securing these resources would greatly enhance the school's capacity to provide a more comprehensive and engaging learning experience.

22 No. Kaniha Balika LPS operates as a non-residential school, highlighting its focus on providing daytime instruction within the local community. The school's accessibility via an all-weather road also ensures consistent attendance, regardless of weather conditions. The school's April start to its academic session aligns with the regional educational calendar.

The school's modest infrastructure and resource limitations are balanced by the strong commitment of its educators and its crucial role in providing primary education to the children of the area. The presence of a library, functional sanitation facilities, and a midday meal program are testaments to the school’s dedicated approach towards enriching the lives of its students.

The ongoing efforts to maintain this educational institution, within its limitations, speak volumes about the importance of primary education and its impact on the broader community. Continued support and investment in the school would significantly enhance its capacity to better serve the educational needs of the children in its care.

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.