3 NO. SALABILA MANAS PACHIMPAR LPS

3 NO. SALABILA MANAS PACHIMPAR LPS was established in 1980 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 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 Pucca But Broken 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.

3 No. Salabila Manas Pachimpar LPS: A Rural Primary School in Assam

3 No. Salabila Manas Pachimpar LPS, a primary school located in the rural area of Manikpur block, Bongaigaon district, Assam, offers a glimpse into the educational landscape of a remote Indian village. Established in 1980, this unrecognised school provides primary education (classes 1-5) to children in the community.

The school operates within a private building, featuring a single classroom. While the building itself is described as “Pucca But Broken,” indicating a need for structural maintenance, the classroom is in good condition, ensuring a functional learning environment for students. The school also boasts a playground, a crucial space for children’s physical activity and development.

Instruction at 3 No. Salabila Manas Pachimpar LPS is conducted in Assamese, catering to the linguistic needs of the local population. The teaching staff comprises two male teachers, dedicated to providing education to the students. A notable feature is the presence of a pre-primary section, signifying an effort to incorporate early childhood education within the school’s offerings. Notably, the school is co-educational, welcoming both boys and girls to participate in the learning process.

Accessibility remains a critical consideration for rural schools. While the description mentions the school is approachable by all-weather roads, infrastructural challenges remain evident. The lack of electricity and drinking water facilities necessitates immediate attention to enhance the overall learning environment. The absence of a library and computer-aided learning further highlights the need for resource improvement.

The school’s management structure, classified as “Unrecognised,” underscores the importance of formal recognition and support from relevant authorities. This recognition would facilitate access to funding, resources, and the opportunity to further develop its educational infrastructure. Addressing infrastructural deficiencies, such as the broken boundary wall, and securing essential amenities like electricity and clean drinking water, are crucial steps towards ensuring a safe and conducive learning environment.

The absence of toilets in the school represents a significant concern, highlighting the need for sanitation facilities to maintain hygiene standards and student well-being. The lack of computers and a computer lab restricts access to technology-based learning, a critical aspect of contemporary education. Efforts to integrate technology into the curriculum could significantly enhance learning outcomes.

The school’s management structure, currently categorized as “Unrecognised,” suggests a need for further engagement with relevant authorities to secure formal recognition and subsequently access essential resources and support. This formal recognition would also assist in establishing stronger governance structures within the school.

The information provided underscores the significant disparities in educational resources and infrastructure between urban and rural schools in India. Addressing these disparities requires a concerted effort from government agencies, non-governmental organisations, and private stakeholders.

Investments in infrastructure development, teacher training, resource provision, and educational program enhancement are paramount. These efforts will directly impact the quality of education and the overall well-being of students attending 3 No. Salabila Manas Pachimpar LPS and similar institutions in remote areas.

Improving the educational opportunities available at this school will directly contribute to the betterment of the community. Equipping students with the necessary skills and knowledge will foster their personal development and contribute to the overall progress of the region. This highlights the vital role that education plays in uplifting communities and fostering sustainable development.