3 NO. SALABILA FAKIRERCHAR LPS

3 NO. SALABILA FAKIRERCHAR LPS was established in 1982 and it is managed by the Unrecognised. It is located in Rural area. It is located in MANIKPUR block of BONGAIGAON 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. 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 1 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 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 Provided and Prepared in School Premises providing mid-day meal.

3 No. Salabila Fakirerchar LPS: A Comprehensive Overview of a Rural Primary School in Assam

3 No. Salabila Fakirerchar LPS, a primary school located in the rural heartland of Assam, offers a glimpse into the educational landscape of a remote community. Established in 1982, this unrecognised school plays a vital role in providing basic education to children in the Manikpur block of Bongaigaon district. Operating from a private building, the school caters to students from Class 1 to Class 5, offering a co-educational environment.

The school’s infrastructure, while modest, includes a single classroom, ensuring that every student has access to a learning space. The absence of a boundary wall underscores the need for further development in school infrastructure. The lack of electricity further highlights the challenges faced in providing a conducive learning environment. However, the presence of a playground provides a much-needed space for physical activity and recreation. The school’s reliance on hand pumps for drinking water demonstrates the resourcefulness of the community in providing essential amenities.

The school’s academic structure is straightforward, focusing on primary education with Assamese as the medium of instruction. The school employs a total of two teachers – one male and one female – dedicated to nurturing the young minds in their care. The provision of midday meals ensures that students receive proper nutrition, supporting their physical and mental development. The school’s head teacher, Rakibul Islam, leads the teaching staff and manages the school’s daily operations.

The absence of computers and a computer-aided learning lab indicates the need for technological improvements to enhance the quality of education. Similarly, the lack of a library and books further emphasizes the limited resources available. The school’s rural location presents unique challenges, including accessibility, but the consistent presence of teachers and the commitment to providing a basic education demonstrates the determination to improve the quality of life within the community.

Despite the limitations, 3 No. Salabila Fakirerchar LPS serves as a beacon of hope, providing crucial primary education to children in a rural setting. The school’s existence underscores the importance of community engagement and collaboration in supporting educational initiatives in remote areas. The commitment of the teachers and the provision of midday meals showcase the dedication to ensuring that every child has the opportunity to learn and grow.

This school, while facing challenges in infrastructure and resources, represents the resilience of a community committed to education. The school’s modest size allows for individualized attention, creating a close-knit learning environment. While lacking certain facilities, the presence of a playground underscores the importance of extracurricular activities in holistic child development.

The school’s management as an unrecognised institution presents both challenges and opportunities. The lack of formal recognition might hinder access to certain resources and support programs, but it simultaneously offers a chance for innovative approaches to education within the community. The school’s unique circumstances could be a catalyst for exploring community-driven solutions to enhance educational outcomes.

The school’s success in providing basic education despite its limitations serves as a testament to the dedication of the teachers and the community. The use of Assamese as the medium of instruction helps students connect with their cultural heritage while learning essential academic skills. The provision of midday meals addresses the issue of food security among the students, contributing to better learning outcomes.

Future improvements could focus on securing formal recognition, securing funding for infrastructure upgrades, integrating technology into teaching, and establishing a well-stocked library. These enhancements would significantly contribute to improving the quality of education provided by 3 No. Salabila Fakirerchar LPS. The existing dedication and community support are strong foundations for future development and growth.

The school’s story, while highlighting limitations, showcases the importance of providing basic education in remote areas and the dedication of individuals in overcoming challenges to improve educational opportunities. With further support and development, 3 No. Salabila Fakirerchar LPS has the potential to significantly contribute to the community’s progress and the bright future of its students.