3 NO. TATIBAHAR BAPUJI LPS

3 NO. TATIBAHAR BAPUJI LPS was established in 1977 and it is managed by the Department of Education. It is located in Rural area. It is located in NARAYANPUR block of LAKHIMPUR 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 others 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 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 Well 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 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. Tatibahar Bapuji LPS: A Detailed Profile of a Rural Assam Primary School

3 No. Tatibahar Bapuji LPS, a primary school nestled in the rural landscape of Narayanpur block, Lakhimpur district, Assam, stands as a testament to educational access in a remote area. Established in 1977, this government-run, co-educational institution plays a vital role in the community, providing primary education to children from Class 1 to Class 5.

The school’s infrastructure, while modest, caters to its needs. A single classroom serves as the heart of learning, supplemented by two additional rooms for non-teaching activities and a dedicated space for the school’s staff. The school currently lacks a boundary wall and electricity connection. However, it has functional boys’ and girls’ toilets, and importantly, access to drinking water through a well.

Academically, the school delivers its curriculum through the Assamese language, aligning with the local context. With a total of three teachers – one male and two female – the school provides a personalized learning environment. Notably, it incorporates a pre-primary section, extending its educational reach to younger children. The school prepares and provides midday meals on its premises, ensuring students’ nutritional needs are met.

While the school lacks certain amenities such as a playground, library, and computers, its commitment to education remains steadfast. The absence of these facilities highlights the ongoing challenges faced by schools in rural areas, underscoring the need for continued investment and resource allocation to enhance educational infrastructure. The absence of computers and computer-aided learning further emphasizes this point.

The school’s management falls under the Department of Education, reflecting its public nature and commitment to serving the community. Its operational style adheres to a typical academic year, commencing in April. The school’s location, accessible via an all-weather road, ensures year-round accessibility for students and staff. The school’s functional toilets and the availability of drinking water indicate its focus on a healthy and safe learning environment.

Despite the absence of certain facilities, the school’s dedication to providing quality primary education is noteworthy. The availability of ramps for disabled children signifies a commitment to inclusive education, creating a more accessible learning environment for all.

The school’s history and current operations provide valuable insights into the realities of primary education in rural Assam. It highlights both the successes and challenges faced in delivering quality education in underserved areas. This information is critical for policymakers, educators, and anyone interested in understanding the educational landscape in this region.

The availability of a dedicated pre-primary section underscores the school’s commitment to early childhood education, recognizing the importance of foundational learning. The midday meal program plays a critical role in ensuring nutritional security for the students, allowing them to focus on their studies without the burden of hunger.

The school’s location in a rural setting also highlights the need for targeted interventions to address the infrastructure gaps. Providing access to electricity, building a library, and procuring computers would significantly enhance the learning experience and bridge the digital divide.

In conclusion, 3 No. Tatibahar Bapuji LPS serves as a valuable institution, contributing significantly to primary education within its community. While challenges remain, its commitment to providing a safe, accessible, and enriching learning environment is evident. Further support and investment could propel the school to even greater heights, ensuring that future generations benefit from a more comprehensive and well-resourced educational experience.