3 NO UTTAR RANGAPANI SISHU LPS

3 NO UTTAR RANGAPANI SISHU LPS was established in 1982 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 4 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 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 Applicable providing mid-day meal.

3 No Uttar Rangapani Sishu LPS: A Detailed Profile of a Rural Assam Primary School

3 No Uttar Rangapani Sishu LPS, a private primary school located in the rural CHAMARIA block of KAMRUP RURAL district, Assam, offers a glimpse into the educational landscape of rural India. Established in 1982, this unrecognised school plays a vital role in providing primary education to the local community.

The school’s infrastructure comprises four classrooms housed in a private building, catering to students from Class 1 to Class 5. While lacking some amenities, the school boasts a playground, providing essential space for physical activity and recreation. The availability of separate boys’ and girls’ toilets underscores a commitment to providing basic sanitation facilities.

Instruction is conducted in Assamese, reflecting the local linguistic context. The teaching staff consists of two male teachers, diligently shaping the young minds of the students. The school’s co-educational nature welcomes both boys and girls, fostering inclusivity within the learning environment. A notable feature is the presence of a pre-primary section, indicating an effort to extend educational opportunities to even younger children.

The school’s management is categorized as “Unrecognised,” a status that may present challenges in accessing resources and support. The absence of a boundary wall, electricity, library, and computer-aided learning facilities highlights the resource constraints faced by this institution. The lack of drinking water facilities further underscores the need for infrastructural improvements.

Despite these limitations, the school serves a critical purpose in its community. The presence of a dedicated head teacher, Abul Basher Uddin, indicates strong leadership and commitment to the educational goals of the school. The school’s rural setting underscores its role in bridging the educational gap in underserved areas. Its operational reliance on a private building speaks to the community’s initiative in securing educational provision.

Further development and investment are necessary to enhance the learning experience for students. The absence of a computer lab and limited resources hinder the integration of technology into the curriculum. Improving facilities such as the provision of drinking water and constructing a boundary wall would significantly enhance the safety and well-being of the students.

The absence of a library and books highlights the need for initiatives to enrich the learning environment and foster a love of reading. Securing electricity supply would not only illuminate classrooms but also facilitate the introduction of technology-based teaching methods. Exploring options for government recognition could open doors to increased funding and resources, allowing for crucial improvements in infrastructure and educational programs.

The school’s location requires accessibility consideration. Although the description mentions all-weather road access, improving the condition of the road would be beneficial, particularly during inclement weather. Addressing the water supply is of critical importance, as access to clean drinking water is essential for the health and well-being of students and staff.

The school’s academic structure follows a primary-only curriculum (Classes 1-5), with the examination board classified as “Others”. This indicates a potential need to further define the affiliations and assessment methodologies employed by the school. Clarity on this aspect can aid in understanding the overall academic trajectory provided to students.

3 No Uttar Rangapani Sishu LPS represents a typical example of a rural primary school in India. Despite facing challenges related to infrastructure and resources, it persists in providing education to a community in need. With targeted support and investment, this school has the potential to grow and flourish, offering a more enriching and impactful learning environment to its students.