249 NO.KALINAGAR LPS

249 NO.KALINAGAR LPS was established in 1918 and it is managed by the Department of Education. It is located in Rural area. It is located in SALCHAPRA block of CACHAR 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. Bengali 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 3 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 doesn’t have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 1 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has no playground. The school has a library and has 20 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.

249 No. Kalinagar LPS: A Rural Primary School in Assam, India

249 No. Kalinagar LPS, a government-run primary school, stands as a pillar of education in the rural landscape of Assam, India. Established in 1918, this co-educational institution serves students from Class 1 to Class 5, providing a foundational education within its community. The school, managed by the Department of Education, plays a vital role in shaping young minds and fostering future generations.

The school’s infrastructure includes three classrooms in good condition, providing adequate space for learning. A library houses 20 books, offering students access to supplementary reading material. While lacking a playground, the school ensures access to clean drinking water through a functional tap water system. Importantly, ramps are available, ensuring accessibility for students with disabilities. The school also features one boys’ toilet and two girls’ toilets, addressing essential hygiene needs. The building itself is described as “Pucca But Broken,” highlighting the need for potential future maintenance and repairs.

Despite lacking electricity and computer-aided learning facilities, the school diligently offers a comprehensive curriculum. Bengali serves as the primary language of instruction, connecting the learning experience to the local community’s cultural heritage. The school operates as a primary school only (Classes 1-5) and has a pre-primary section available. The school is under the “Others” board classification for class 10 and 10+2.

The dedicated teaching staff consists of two male teachers and a head teacher, UBAIDUL HAQUE MAZUMDER, who lead the educational efforts. The school actively participates in the mid-day meal program, ensuring students receive nutritious meals on the premises. This crucial initiative helps address food security concerns within the student population.

The school’s rural location underscores its crucial role in providing access to education in an often underserved area. Its commitment to providing a functional learning environment, despite resource limitations, demonstrates resilience and dedication to the community it serves. The presence of a library, even with a limited number of books, reflects an ongoing commitment to foster a love of reading and learning among the students.

The school’s long history, dating back to 1918, showcases its enduring presence in the community. Its continued operation highlights the consistent demand for quality education in the area, emphasizing the need for continued support and potential infrastructural improvements.

The school’s management by the Department of Education emphasizes the government’s commitment to providing educational opportunities. The provision of a safe and relatively well-maintained learning environment, coupled with the mid-day meal program, contributes to overall student wellbeing.

The accessibility features, including ramps for disabled children, underscore an inclusive approach to education. This commitment to inclusivity reflects a thoughtful consideration of the diverse needs of the student population.

The absence of computers and electricity presents an opportunity for future development. The addition of these essential resources would significantly enhance the learning experience and prepare students for a digitally driven world.

Further investment in infrastructure and resources would significantly improve the school’s facilities and better equip it to meet the educational needs of the growing community. Such improvements would contribute to the students’ overall learning environment and their prospects for future academic success. The focus should be on improving the school’s infrastructure while maintaining its commitment to providing a strong foundational education within the community.