3 NO. DAKSHIN RANGAPANI LPS

3 NO. DAKSHIN RANGAPANI LPS was established in 1962 and it is managed by the Department of Education. 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 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 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 a library and has 20 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.

3 No. Dakshin Rangapani LPS: A Rural Primary School in Assam

3 No. Dakshin Rangapani LPS, a government-run primary school located in the rural CHAMARIA block of KAMRUP RURAL district in Assam, India, serves as a vital educational hub for the community. Established in 1962 under the Department of Education, this co-educational institution provides primary education (Classes 1-5) with an attached pre-primary section. The school utilizes Assamese as its primary language of instruction.

The school’s infrastructure includes three well-maintained classrooms, catering to the needs of its students. A dedicated room serves as the headmaster’s office and teacher’s room, ensuring efficient administration and faculty support. While the school building is government-provided, it currently lacks a boundary wall and electricity.

Despite these limitations, the school offers several crucial resources. A library, stocked with 20 books, provides essential learning materials for students. The availability of hand pumps ensures access to clean drinking water. Separate functional boys’ and girls’ toilets address sanitation needs, creating a safer and more hygienic environment for students.

Accessibility features for students with disabilities are also in place, with ramps providing easy access to classrooms. The school follows a standard academic year, commencing in April. The dedicated staff, consisting of one male and one female teacher, diligently support students’ learning. The head teacher, Shorab Ali, leads the school’s efforts in providing quality education.

The school’s commitment to its students extends beyond academics. It actively participates in the midday meal program, ensuring students receive nutritious meals prepared on the school premises. This initiative addresses the issue of food security among students, allowing them to focus better on their studies.

However, areas for improvement remain. The lack of a boundary wall poses a potential security concern, and the absence of electricity hinders access to modern teaching aids and resources. The absence of a playground limits opportunities for physical activity and recreational development for the children. The lack of computer-aided learning further restricts access to technology-based learning experiences.

The school’s location in a rural area presents both challenges and opportunities. While access to resources may be limited compared to urban schools, its close connection to the community fosters a strong sense of local ownership and support.

Further investment in infrastructure improvements, such as the construction of a boundary wall and the provision of electricity, would significantly enhance the learning environment. Introducing computer-aided learning and expanding the library collection would provide students with access to modern technologies and a wider range of learning resources. Adding a playground would enrich the student experience by promoting physical activity and social development.

Overall, 3 No. Dakshin Rangapani LPS, despite its limitations, remains an important institution within its community. With continued support and investment, this dedicated team of teachers can further improve educational outcomes and provide its students with the best possible learning experience. The school’s commitment to providing quality education in a challenging environment serves as an example of resilience and dedication within the community. Efforts to overcome infrastructural challenges will further enhance its impact on the future of its students.