2268 NO. KALABARI LP SCHOOL

2268 NO. KALABARI LP SCHOOL was established in 1977 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 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.

2268 No. Kalabari LP School: A Profile of a Rural Primary School in Assam, India

2268 No. Kalabari Lower Primary School, nestled in the rural heart of Bilasipara block, Dhubri district, Assam, stands as a testament to primary education in the region. Established in 1977 under the Department of Education’s management, this co-educational institution serves students from Class 1 to Class 5. Its location, easily accessible by road, ensures students can attend regardless of weather conditions. The academic session commences in April, following the standard academic calendar.

The school building, a government structure, houses six well-maintained classrooms dedicated to instruction. Additional rooms cater to non-teaching activities and provide a dedicated space for the head teacher. While lacking a boundary wall and electricity, the school boasts a functional playground and a library, albeit currently without any books. A crucial facility, hand pumps provide a reliable source of drinking water for students and staff. The school also includes separate, functional boys’ and girls’ toilets, ensuring basic sanitation needs are met. Importantly, the school is equipped with ramps, facilitating accessibility for students with disabilities.

The school’s instructional medium is Assamese, reflecting the local linguistic landscape. A dedicated staff of three teachers, including one male and one female teacher, ensures student attention and individual support. The head teacher, Gazi Rahman, leads the school’s academic and administrative functions. Notably, the school also provides and prepares midday meals on-site, ensuring students’ nutritional well-being.

The school’s commitment to holistic development is further emphasized by the presence of a pre-primary section, catering to younger children’s educational needs. Although the school does not offer classes beyond the fifth grade, its affiliation with “Others” boards for both Class 10 and Class 10+2 suggests possible pathways for students’ future academic pursuits.

The school’s absence of computers and a computer-aided learning lab highlights areas for potential future development. The lack of electricity presents a challenge, potentially limiting access to technology-based learning resources. However, the availability of a playground and library (despite its current lack of books) signifies the school’s commitment to providing a well-rounded learning environment.

The school’s rural location contributes to its unique character. Serving a predominantly rural community, the school plays a crucial role in providing basic education and fostering development within the area. Its proximity to local communities makes it a central point for both academic and social interactions.

The government’s management of the school underscores its importance as a public service provider. This management structure ensures the school’s accessibility and affordability for all students within the community. Future development plans may focus on improving infrastructure, securing electricity, and stocking the library with educational materials.

Despite its current limitations, 2268 No. Kalabari LP School remains an important educational resource for the community it serves. Its commitment to providing quality primary education, despite the resource constraints, underscores the dedication of its staff and management. The availability of basic amenities like toilets, drinking water, and a playground highlights a commitment to the holistic development of its students.

The school’s success relies on continued support from the community, the Department of Education, and other stakeholders. Investments in infrastructure improvements and additional resources would significantly enhance the learning experience and empower students to reach their full potential.

In conclusion, 2268 No. Kalabari LP School represents a vital element of the educational landscape in rural Assam. While facing challenges, its dedication to providing basic education and fostering a supportive learning environment is commendable. With continued support and development, the school can continue to empower its students and contribute significantly to the community’s growth.