260 NO PAIKAN GIRLS LPS

260 NO PAIKAN GIRLS LPS was established in 1949 and it is managed by the Department of Education. It is located in Rural area. It is located in HAILAKANDI block of HAILAKANDI 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 2 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 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 no 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.

260 No Paikan Girls LPS: A Detailed Profile of a Rural Primary School in Assam, India

260 No Paikan Girls LPS, a primary school located in the rural heart of Hailakandi district, Assam, India, offers a glimpse into the educational landscape of this region. Established in 1949 under the Department of Education, the school caters to students from Class 1 to Class 5, offering a co-educational environment with a dedicated pre-primary section. Instruction is primarily conducted in Bengali.

The school’s infrastructure comprises a government-provided building housing two classrooms in good condition. While lacking electricity and a library, the school boasts a playground and functional hand pumps providing drinking water. Accessibility is ensured with ramps for disabled students, and separate functional toilets are available for boys and girls. The school’s pucca but broken boundary wall provides a degree of security.

The school’s academic program focuses on primary education, adhering to an unspecified board for Class 10 and Class 10+2. A total of three teachers, including one male and two female educators, deliver the curriculum. The school operates from April, providing a mid-day meal prepared on-site. The school’s rural location presents both challenges and opportunities, highlighting the vital role it plays in the community.

The absence of computers and a computer-aided learning lab highlights the need for technological upgrades. The lack of a library indicates a potential area for improvement in terms of resource provision. Despite these limitations, the school’s dedication to providing a basic education to children in a rural setting remains commendable.

The school’s management structure, overseen by the Department of Education, suggests a commitment to providing accessible education to the local population. The availability of a playground underscores the importance placed on extracurricular activities, promoting physical development alongside academics. The functional toilets are a critical aspect of hygiene and sanitation within the school environment.

The school’s operational aspects, including the April start date, point to a consistent academic calendar. The provided mid-day meal program is a vital support system for students, ensuring they receive nutritious food to complement their studies. The hand pumps, while a basic form of water provision, highlight the school’s commitment to providing a functional and supportive learning environment.

The lack of a library, however, presents an opportunity for development. A well-stocked library could significantly enhance the students’ learning experience, providing access to supplementary reading materials and expanding their knowledge beyond the classroom. Further, the absence of computers indicates a need for investment in technology to bridge the digital divide and enhance the quality of education.

Despite the challenges posed by the lack of electricity and technological resources, 260 No Paikan Girls LPS remains a cornerstone of education within its community. The dedicated staff, commitment to providing a mid-day meal, and provision of basic amenities such as toilets and a playground collectively demonstrate the school’s dedication to providing a holistic learning experience for its students.

The provision of ramps for disabled children reflects a commitment to inclusivity and accessibility, demonstrating that the school values the participation of all students. The school’s long history and continued operation demonstrate its enduring significance within the local community and the broader educational system of Assam.

Looking ahead, the school could benefit from improvements in its infrastructure, particularly the acquisition of computers and the establishment of a library. These additions would further enhance the educational opportunities available to students and better prepare them for future success. The continued support of the Department of Education and the local community will be crucial in ensuring the continued growth and improvement of this vital institution.