2443/B NO. FALIMARI LP SCHOOL

2443/B NO. FALIMARI LP SCHOOL was established in 1982 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 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 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 no playground. The school has a library and has 57 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.

2443/B No. Falimari LP School: A Profile of a Rural Primary School in Assam, India

2443/B No. Falimari Lower Primary School, nestled in the rural landscape of Assam, India, offers a glimpse into the educational fabric of a typical village school. Established in 1982 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, providing primary education to the local community. The school’s infrastructure includes a government-provided building with five classrooms, all in good condition, and additional space for non-teaching activities and the head teacher.

The school’s academic focus is primarily on Assamese as the medium of instruction. A dedicated library houses 57 books, providing essential learning resources for the students. While the school lacks a playground and computer-aided learning facilities, it does boast essential amenities like functional boys’ and girls’ toilets, and access to drinking water via hand pumps. The presence of ramps ensures accessibility for differently-abled students.

The school’s management is committed to providing a comprehensive learning experience. Three teachers, including the head teacher, Abul Hussain, dedicate their efforts to educate the students. The school operates on a full-time basis, starting its academic year in April. The school provides mid-day meals, prepared and served on the premises, ensuring that students have access to nutritious food.

The absence of electricity and a boundary wall presents some infrastructural challenges. However, the availability of essential facilities like toilets and drinking water underscores the school’s commitment to basic student welfare. The school’s rural location also highlights the significance of its role in bridging the educational gap in remote areas.

The school’s library, although small, represents a crucial resource for learning and fostering a love for reading among the students. This underscores the school’s commitment to providing not just basic education but also opportunities for broader intellectual development.

The dedicated teachers and the school’s management work diligently to provide quality education within the constraints of its resources. The commitment to providing mid-day meals and maintaining functional sanitation facilities shows the prioritization of student well-being.

The school’s location in the CHAPOR block of DHUBRI district highlights its contribution to the educational landscape of a rural region. It plays a pivotal role in ensuring access to education for children in the area.

The school’s simple infrastructure, while lacking some modern amenities, effectively serves the needs of the local community. The focus on providing fundamental education in the local language is testament to its dedication to inclusivity and relevance.

The absence of pre-primary sections and computer labs highlights areas for potential future development and expansion. However, the school’s current capabilities demonstrate its effective role within its community.

The school’s continued operation and commitment to its students illustrate its vital function in the community. It represents a cornerstone of education in a rural setting, fostering learning and development in a supportive environment.