261 DAIBAKI LP SCHOOL

261 DAIBAKI LP SCHOOL was established in 1929 and it is managed by the Department of Education. It is located in Rural area. It is located in NARSINGPUR block of CACHAR 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. 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None 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 38 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.

261 Daibaki LP School: A Rural Primary Institution in Assam, India

Nestled in the rural landscape of Narsingpur block, Cachar district, Assam, India, lies 261 Daibaki LP School, a government-run primary institution with a rich history dating back to 1929. Established under the Department of Education, this co-educational school serves students from Class 1 to Class 5, providing a crucial foundation for their educational journey. The school’s commitment to education is evident in its dedicated staff and existing resources, despite some infrastructural challenges.

The school’s curriculum is delivered in Bengali, catering to the local linguistic landscape. Instruction is provided by a team of three teachers – one male and two female – ensuring individualized attention and support to the students. The school’s management ensures meals are provided and prepared on the premises, addressing a vital aspect of student well-being and ensuring their focus remains on learning.

Despite being a government-run institution, the school faces infrastructural limitations. While the school building itself is in government ownership, it currently houses just three classrooms. The lack of a boundary wall poses a potential safety concern, highlighting the need for future development and improvements in security. The absence of a functional electricity connection also presents a significant obstacle for efficient learning, particularly for computer-aided learning which is not available.

The school library, though limited, serves as a valuable resource, boasting a collection of 38 books. This modest collection underscores the need for continued investment to expand the library’s resources, enriching the students’ learning experience beyond the classroom. Furthermore, the absence of a playground restricts opportunities for physical activity and recreational engagement, crucial for holistic child development.

Interestingly, the school stands out with its provision of separate toilets for boys and girls, signifying a commitment to providing a safe and inclusive environment for all students. Furthermore, the accessibility of the school is enhanced by the inclusion of ramps for disabled children, reflecting the school’s commitment to inclusivity. The availability of drinking water, however, remains a critical issue to be addressed.

The absence of computers and a computer-aided learning lab limits the school’s ability to integrate modern technology into the learning process. This gap in technology integration can be detrimental to preparing students for future academic advancements and challenges.

The school’s leadership is spearheaded by Head Teacher Sanjib Kumar Das, who along with his staff, works diligently to overcome the limitations and provide quality education to the children in the community. Their commitment is commendable, showcasing resilience and dedication despite the existing challenges.

The school’s future development hinges on addressing the infrastructural gaps, particularly the lack of electricity, boundary wall and playground. Expanding the library’s collection and integrating technology into the curriculum are also crucial steps for enhancing the educational opportunities offered at 261 Daibaki LP School.

While challenges exist, 261 Daibaki LP School stands as a testament to the enduring importance of education in rural communities. Its dedication to providing a basic education, coupled with its inclusive approach, highlights the ongoing need for community support and governmental investment in improving its resources.

The school’s success relies not just on addressing its infrastructural needs, but also on fostering continued support from the community, government initiatives, and potential partnerships that can bring needed resources and opportunities. This support would help equip the students with the skills and knowledge necessary for their future success.