23 NO BURHA KALITA LPS

23 No Burha Kalita LPS: A Detailed Profile of an Assamese Primary School

23 No Burha Kalita LPS, a government-run primary school nestled in the rural heart of Majuli block, Jorhat district, Assam, stands as a testament to the enduring pursuit of education. Established in 1945, this co-educational institution offers primary education (classes 1-5) and boasts a pre-primary section, catering to the educational needs of young learners in the community. The school's commitment to providing a comprehensive learning environment is evident in its various facilities and resources.

The school's infrastructure, while modest, plays a crucial role in facilitating learning. Housed in a government building, the school comprises two well-maintained classrooms dedicated to instruction. The school also benefits from a functional library stocked with 30 books, offering students access to valuable reading materials. To ensure students' well-being, the school provides functional boys' and girls' toilets, and the provision of hand pumps addresses drinking water needs.

Despite its limitations, the school shines in its commitment to providing quality education. The school's dedicated staff of four teachers, including two male and two female educators, play a vital role in shaping young minds. Assamese serves as the primary medium of instruction, ensuring accessibility and cultural relevance for the students. The school operates on a yearly academic calendar, commencing in April.

The school's location in a rural area underlines its importance in bridging the educational gap and fostering educational equity. While the school lacks modern amenities like computers and a computer-aided learning lab, it compensates for this by offering a mid-day meal program, prepared and provided within the school premises. The provision of meals ensures that students have the necessary nourishment to focus on their studies.

While the school lacks a playground and boundary wall, the absence of these facilities does not diminish its role in the community. The school is accessible by road, ensuring easy access for students and staff. The lack of electricity and ramps for the disabled are challenges that need to be addressed to further enhance the school's inclusive nature.

The school's management by the Department of Education reflects a commitment to providing accessible and quality primary education to all. Its relatively small size allows for personalized attention and interaction between teachers and students. This personalized learning environment is likely a key component of the school's approach to education.

The school's operational aspects are clearly structured. The school operates from a government building. Its curriculum prioritizes education in Assamese. The school's commitment to providing a meal service indicates its understanding of the importance of nutritious food for optimal learning outcomes.

The absence of specific features such as electric connections, boundary walls, and playground facilities highlights the need for further investment and development to enhance the school environment. Future improvements could include electrification, construction of a boundary wall, and creation of a playground. Such additions would significantly enrich the learning experience and create a more conducive learning space.

The dedication of the teachers is a core strength of the school. Their commitment to education in a rural context is commendable. Despite resource constraints, the school serves as a beacon of hope and opportunity for its students. The school's successful operation, despite these challenges, is a testimony to the resilience and dedication of both the staff and the community.

23 No Burha Kalita LPS demonstrates the vital role of primary schools in fostering education and empowering individuals within rural communities. The school's enduring presence since 1945 showcases its continued relevance and commitment to the educational betterment of the children of Majuli. The school serves as a valuable community asset, underscoring the need for continued support and investment in rural education infrastructure.

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.