2227 NO. A.A. LATIF GIRLS LPS

2227 NO. A.A. LATIF GIRLS LPS was established in 1975 and it is managed by the Department of Education. It is located in Rural area. It is located in MANKACHAR 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 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 Pucca But Broken boundary wall. The school has 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 no playground. The school has a library and has 70 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.

2227 No. A.A. Latif Girls LPS: A Comprehensive Profile

2227 No. A.A. Latif Girls LPS, a government-run primary school located in the rural area of Mankachar block, Dhubri district, Assam, India, offers a glimpse into the educational landscape of a rural community. Established in 1975 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, providing essential primary education.

The school’s infrastructure comprises five classrooms in good condition, housed within a government building with a pucca but broken boundary wall. Electricity ensures a conducive learning environment, and hand pumps provide a reliable source of drinking water. Sanitation facilities include one functional boys’ toilet and one functional girls’ toilet. While a library is present, containing 70 books, the school lacks a playground and computer-aided learning facilities. The absence of computers reflects a common challenge faced by many rural schools.

The school’s academic program employs Assamese as the medium of instruction and operates from April onwards. The dedicated teaching staff comprises three female teachers and a head teacher, Sabina Yesmin, ensuring a focused approach to education. Mid-day meals are prepared and served on the school premises, addressing the nutritional needs of the students. Importantly, ramps for disabled students are present, demonstrating a commitment to inclusivity.

The school’s operational details reveal a clear focus on basic education. The absence of a pre-primary section highlights the existing educational needs and potential opportunities for expansion. Similarly, the lack of a playground underscores the limitations in extracurricular activities, potentially affecting holistic child development. Although the school lacks advanced technological resources like computers, the presence of a library indicates a commitment to fostering a love for reading.

The management of 2227 No. A.A. Latif Girls LPS, under the Department of Education, signifies the government’s role in ensuring primary education accessibility in rural areas. The school’s rural location and its relatively basic facilities are representative of the challenges and opportunities faced by numerous rural schools across India.

The school’s structure, including its classrooms and sanitation facilities, is indicative of its operational capacity and the resources allocated to it. The functionality of the toilets and the availability of drinking water emphasize the commitment to basic student needs. Despite its limitations, the school plays a crucial role in providing basic literacy and numeracy skills to children in the surrounding community.

The information on the school’s academic content clearly lays out the core curriculum offered. The use of Assamese as the medium of instruction caters to the local language and cultural context. This focus on local language education can be vital in ensuring effective learning and comprehension.

The dedicated teaching staff, consisting of experienced female teachers and a head teacher, forms the backbone of the school’s academic success. Their commitment to education plays a significant role in shaping the future of the students.

The school’s location in a rural setting presents both challenges and opportunities. The challenges include access to resources and advanced technology. However, the opportunity lies in providing essential education to children in underserved communities.

The provision of mid-day meals is a noteworthy aspect, reflecting a holistic approach to education that acknowledges the importance of nutrition in supporting learning. The meals are prepared on-site, reinforcing the school’s commitment to students’ well-being.

The lack of certain facilities, like a playground and computer labs, should be seen as opportunities for improvement and potential areas for resource allocation. Future development initiatives could focus on enhancing these aspects to provide a more comprehensive education.

In conclusion, 2227 No. A.A. Latif Girls LPS serves as a valuable educational institution in its rural setting, providing fundamental primary education despite existing resource limitations. Its continued operation and development are critical for the educational progress of the children in the community.