3 NO. TUPAMARI DALAPARA LPS

3 NO. TUPAMARI DALAPARA LPS was established in 1990 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 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 Not Applicable providing mid-day meal.

3 No. Tupamari Dalapara LPS: A Rural Primary School in Assam

Nestled in the rural landscape of Assam, India, 3 No. Tupamari Dalapara LPS stands as a testament to the dedication to primary education in underserved communities. Established in 1990, this unrecognised primary school serves students from Class 1 to Class 5, offering a crucial foundation for their educational journey.

The school’s infrastructure comprises a private building housing a single classroom, providing a space for learning despite its limited resources. While lacking a boundary wall and electricity, the school does boast a playground, offering a vital space for recreation and physical activity, fostering holistic development among its students.

The school’s teaching staff consists of two dedicated educators—one male and one female teacher—who are instrumental in imparting knowledge and shaping young minds. Assamese serves as the medium of instruction, ensuring that lessons are accessible and culturally relevant to the students. The school’s head teacher, Anjumonoara Begum, provides vital leadership in managing the school’s operations.

Despite its humble beginnings, the school prioritizes the well-being of its students. Hand pumps provide access to potable drinking water, a fundamental need that directly impacts the students’ health and concentration during classes. The absence of a library doesn’t deter the school’s commitment; future plans may include establishing one to further enrich the learning experience. The lack of computers and computer-aided learning reflects the challenges faced by many schools in rural areas, which often lack resources.

The co-educational nature of the school ensures equal opportunities for both boys and girls to receive an education. The school operates from April onwards, aligning its academic calendar with the regional context. The school’s location in the Chamaria block of Kamrup Rural district facilitates easy accessibility via an all-weather road, improving the regularity of student attendance.

The school’s management, although currently unrecognised, is committed to providing quality education within the confines of its available resources. The absence of a pre-primary section highlights a potential area for future expansion and development. Currently, the school functions with only a single classroom and lacks amenities such as computers and a library; however, the presence of a playground and access to clean water point to a focus on providing a safe and functional learning environment.

The school’s status as an unrecognised institution presents both challenges and opportunities. While it may face limitations in funding and resources, it also highlights the need for government support and investment in rural education to equip such schools with the necessary infrastructure and resources.

Furthermore, the school’s commitment to providing education in an underserved rural area underscores the importance of community engagement and collaboration in improving educational outcomes. Efforts to improve facilities and resource allocation will not only benefit the current students but also shape the future prospects of the community as a whole.

The story of 3 No. Tupamari Dalapara LPS serves as a poignant reminder of the resilience of educators and students in overcoming challenges, demonstrating the unwavering pursuit of knowledge in the face of adversity. The school’s basic yet functional facilities and dedicated teachers provide a vital educational foundation, shaping the future leaders of the community.

The school’s success depends on collaborative efforts between the community, local authorities and educational organizations. Support and investment in infrastructure, resources, and teacher training are crucial in realizing the full potential of 3 No. Tupamari Dalapara LPS and enabling it to provide an even better learning experience for its students.