2NO TRILOCHAN DAKS. PARA BALIKA LPS

2NO TRILOCHAN DAKS. PARA BALIKA LPS was established in 1984 and it is managed by the Unrecognised. It is located in Rural area. It is located in CHAMARIA block of KAMRUP RURAL 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. 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 Private 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 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 0 boys toilet and it is functional. and 0 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 Not Provided providing mid-day meal.

2NO Trilochan Daks. Para Balika LPS: A Rural Primary School in Assam

Nestled in the rural heart of Assam, 2NO Trilochan Daks. Para Balika LPS stands as a testament to the dedication to primary education. Established in 1984, this unrecognised school serves the CHAMARIA block of KAMRUP RURAL district, providing essential learning opportunities to the local community.

The school’s infrastructure, while modest, is functional. Housed in a private building, it features two classrooms designed for effective instruction. A playground provides a vital space for children’s physical activity and recreation, fostering healthy development alongside academic learning. The absence of a boundary wall, however, highlights a need for potential future improvements in safety and security. The lack of electricity also presents a challenge that could be addressed to enhance the learning environment.

The teaching staff comprises two male teachers and one pre-primary teacher, who work collaboratively to deliver a curriculum that caters to students from Class 1 to Class 5. The instruction medium is Assamese, aligning with the local language and ensuring accessibility for all students. The school offers a pre-primary section, providing early childhood education and a smooth transition into formal schooling.

While the school operates without a library or computers, its commitment to education remains strong. The absence of these resources underscores the need for further development and investment to provide students with enriched learning experiences. Importantly, the school is co-educational, actively promoting inclusivity and equal opportunities for boys and girls.

The school’s management structure indicates an unrecognised status, highlighting a need for potential official recognition and the associated benefits. This recognition could lead to increased funding, resources, and support for the school, allowing it to better serve its students.

Interestingly, the school operates without providing midday meals, suggesting a potential area for community partnership or government program inclusion to address the nutritional needs of its students. The lack of drinking water facilities also presents a pressing need that could have significant health implications for the students.

Despite the absence of some amenities, the school’s commitment to education remains noteworthy. The dedication of its teachers, who provide instruction in Assamese, and the presence of a playground contribute to a positive learning environment.

The school’s location in a rural area further highlights the importance of its role in providing access to education for children who might otherwise lack such opportunities. The school serves as a vital community asset, contributing to the educational development and overall progress of the region.

The future of 2NO Trilochan Daks. Para Balika LPS hinges on securing resources and support to address the identified needs. Improving infrastructure, acquiring computers and library resources, and providing essential amenities like drinking water and midday meals would significantly enhance the quality of education delivered.

This small school in rural Assam, while facing challenges, actively works to provide a foundation for future generations. With continued support and development, 2NO Trilochan Daks. Para Balika LPS has the potential to become a beacon of educational excellence in its community.