2426/B NO.KARISHNAKALI T.E.LPS

2426/B NO.KARISHNAKALI T.E.LPS was established in 1979 and it is managed by the Department of Education. It is located in Rural area. It is located in CHAPOR 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 4 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 Well 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 170 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.

2426/B NO. KARISHNAKALI T.E.LPS: A Comprehensive Profile of a Rural Assam Primary School

2426/B NO. KARISHNAKALI T.E.LPS, a government-run primary school located in the rural CHAPOR block of DHUBRI district, Assam, stands as a testament to educational access in a remote setting. Established in 1979 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, offering a crucial foundation for their academic journey.

The school’s infrastructure comprises a government building with four well-maintained classrooms, dedicated spaces for non-teaching activities, and a separate room for the head teacher. While lacking a boundary wall and electricity, the school provides essential amenities including a functional well for drinking water, separate boys’ and girls’ toilets, a playground, and a library boasting 170 books—a valuable resource for enriching students’ learning experiences. Ramps are available for disabled children, ensuring inclusivity.

The school’s academic program is conducted primarily in Assamese, reflecting the local linguistic landscape. With a total of two teachers—one male and one female—the school maintains a student-teacher ratio that facilitates individualized attention. The head teacher, Shikha Mitra, leads the dedicated team. The school also offers a pre-primary section, acknowledging the importance of early childhood education. The school’s meals are prepared and provided on school premises.

The school’s location in a rural area underscores its critical role in providing educational opportunities to children who may otherwise lack access. Its commitment to providing a well-rounded education, including a library and playground, points to a holistic approach to child development. While some improvements in infrastructure, particularly electricity and a boundary wall, would further enhance the learning environment, the school’s current provision of essential facilities serves the community well.

Despite the absence of computer-aided learning and computers, the school’s dedication to providing a quality primary education remains evident. The provision of a mid-day meal program further supports student well-being and encourages regular attendance. The availability of a pre-primary section signifies a commitment to early childhood learning and development, preparing students for their future academic pursuits.

The school operates within the framework of the Others board for class 10 and 10+2, indicating a possible alignment with state-level curricula or other specialized educational frameworks. This might warrant further investigation to understand its unique curriculum and learning strategies.

This rural institution faces many of the challenges commonly encountered in similarly situated schools, particularly concerning infrastructure development. Yet, the school perseveres in its mission to provide foundational education to the children of the community. The availability of a library, despite its relatively small collection, is a testament to the school’s commitment to fostering a love of reading and learning.

The school’s management by the Department of Education ensures adherence to established educational standards and guidelines, ensuring some degree of oversight and support. The school’s status as non-residential allows for a focus on classroom instruction and extra-curricular activities during school hours.

The success of 2426/B NO. KARISHNAKALI T.E.LPS hinges on continued support from local communities and government agencies. Further investments in infrastructure, resources, and teacher training would significantly enhance the educational experiences offered to these students.

In summary, 2426/B NO. KARISHNAKALI T.E.LPS exemplifies the dedication and resilience of educational institutions in rural settings. Despite facing challenges, it stands as a beacon of hope, offering essential educational opportunities to a generation of young learners in Assam. Further investment in this and similar institutions is vital for ensuring equitable access to quality education across the region. Continued monitoring of its progress and future growth is essential to its ongoing success.