284 NO. PERUYA LPS

284 NO. PERUYA LPS was established in 1947 and it is managed by the Department of Education. It is located in Rural area. It is located in NORTH KARIMGANJ block of KARIMGANJ 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 Partial 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 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.

284 No. Peruya LPS: A Rural Primary School in Karimganj, Assam

284 No. Peruya LPS, a primary school located in the rural heart of Karimganj district, Assam, stands as a testament to the dedication to education in the region. Established in 1947, this co-educational institution serves students from Class 1 to Class 5, providing a crucial foundation for their academic journey. The school’s management falls under the Department of Education, reflecting its commitment to public service and access to quality education.

The school’s infrastructure comprises a government-provided building, housing two classrooms in good condition. While lacking certain amenities, the school prioritizes the basics, ensuring a conducive learning environment for its students. The provision of hand pumps addresses the essential need for clean drinking water, contributing to the overall well-being of the students. Separate functional toilets for boys and girls highlight the school’s commitment to inclusivity and hygiene.

The teaching staff at 284 No. Peruya LPS consists of two female teachers, with one serving as the head teacher, Rushna Begum Choudhury. The presence of a pre-primary section further underscores the school’s dedication to comprehensive early childhood education, with two teachers dedicated to this crucial stage of development. Bengali serves as the primary medium of instruction, reflecting the local linguistic context.

The school’s operational aspects reveal a commitment to holistic child development. The mid-day meal program, prepared on-site, provides essential nutrition to the students, supporting their physical well-being and educational progress. The school operates within a partially walled campus, acknowledging the ongoing infrastructure development needs of the institution. The absence of electricity currently necessitates reliance on alternative lighting sources and teaching methods.

Though lacking modern amenities such as computers and a library, 284 No. Peruya LPS focuses on delivering fundamental education, reflecting the realities and priorities of a rural setting. The lack of computers and computer-aided learning emphasizes the need for future resource allocation to enhance the school’s capacity. The school’s location, accessible by all-weather roads, ensures consistent student attendance, regardless of weather conditions.

The school’s academic focus is on primary education (Classes 1-5), with the curriculum aligned with the standards set for these grades. The commitment to primary education serves as a crucial stepping stone for students progressing to higher levels of learning. The school’s academic year commences in April, following the standard academic calendar prevalent in the region. The institution’s commitment to quality education, despite its resource constraints, highlights the dedication of the teaching staff and the importance of accessible learning opportunities in the region.

The school’s rural setting presents both challenges and opportunities. The proximity to the community facilitates a strong connection between the school and its students’ lives, allowing for integrated learning experiences relevant to their local context. While lacking the amenities found in urban schools, the dedicated staff at 284 No. Peruya LPS strive to provide a solid educational foundation for their students.

The absence of a playground and library reflects an area needing improvement. Addressing these infrastructural shortcomings could substantially enrich the students’ learning experiences, both academically and socially. Nevertheless, the core commitment to quality primary education persists, and the school stands as a vital part of the community it serves. The school’s success reflects the resilience and dedication of educators committed to fostering learning and growth, even within challenging circumstances.

The school’s architectural design is consistent with a functional government building, prioritizing the essential needs for classroom space and basic facilities. While not extravagant, the layout caters to the requirements of a primary school, optimizing space for teaching and learning. The presence of additional rooms highlights a thoughtful approach to providing essential space for administrative tasks and staff needs.

Further development of 284 No. Peruya LPS could involve securing funding for improved infrastructure and the introduction of new resources. Investing in a library, a computer lab, and a playground would significantly elevate the learning experience for the students and enhance their overall educational opportunities. The addition of electricity would also greatly benefit the school and teaching capabilities. These improvements would contribute to the school’s ability to provide a more holistic and engaging education, enriching the lives of the students and the community it serves.