314 SAPORMOINA MOKTOB LPS

314 SAPORMOINA MOKTOB LPS was established in 1938 and it is managed by the Department of Education. It is located in Rural area. It is located in LAKHIPUR block of CACHAR 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. Manipuri 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 2 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 Tap Water 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.

314 Sapormoina Moktob LPS: A Comprehensive Profile of a Rural Primary School in Assam, India

Nestled in the rural landscape of Lakhipur block, Cachar district, Assam, lies 314 Sapormoina Moktob LPS, a primary school with a rich history dating back to 1938. Managed by the Department of Education, this co-educational institution serves students from Class 1 to Class 5, offering a vital educational foundation to the community. The school’s dedication to providing quality education is evident in its committed staff and its focus on providing a supportive learning environment.

The school’s infrastructure comprises a government-provided building housing two well-maintained classrooms dedicated to instruction. Additional rooms cater to non-teaching activities and provide a dedicated space for the head teacher. While lacking a boundary wall and electricity, the school ensures access to clean drinking water through a functional tap water system. Separate functional boys’ and girls’ toilets further enhance the students’ well-being and safety.

A key feature of 314 Sapormoina Moktob LPS is its integrated pre-primary section, catering to younger learners. With a total of three teachers – two male and one female – along with two dedicated pre-primary teachers, the school maintains a low student-to-teacher ratio, fostering individualized attention and effective learning. The school’s commitment to providing a holistic education is evident in its mid-day meal program, where meals are prepared and provided within the school premises.

The instruction medium at 314 Sapormoina Moktob LPS is Manipuri, reflecting the school’s commitment to preserving local language and culture. The school’s accessibility is enhanced by its location on an all-weather road, ensuring students can attend regardless of weather conditions. The academic year follows the standard April commencement, ensuring alignment with the broader educational calendar. This adherence to established norms indicates a commitment to a structured and organized academic setting.

Although lacking certain amenities such as a library, playground, and computer-aided learning facilities, the school makes up for this with the dedication of its teachers and its focus on providing a foundational education. The school’s leadership, under the guidance of Head Teacher Amzad Ali, actively seeks to improve the learning environment. The absence of computers and a computer lab highlights an area where future development could significantly benefit the students.

The school’s “Others” designation for class 10 and 10+2 boards suggests a unique approach to curriculum or a specialized focus within the educational landscape of the region. This warrants further exploration to fully understand the academic pathway offered to students after completing their primary education. The school’s rural location presents both challenges and opportunities, emphasizing the importance of community involvement and consistent support.

The school’s lack of ramps for disabled children, while currently not a necessity due to the absence of students requiring such access, suggests a potential area for proactive planning to ensure inclusivity in the future. This forward-thinking approach ensures the school can adapt and remain accessible to all students, irrespective of their physical capabilities.

314 Sapormoina Moktob LPS’s commitment to providing primary education in a rural setting is a testament to the dedication of the teachers and the importance placed on education in the community. The school’s focus on basic necessities like sanitation and a consistent teaching approach indicates a strong foundation.

Despite the challenges posed by its location and resource limitations, 314 Sapormoina Moktob LPS is a vital community asset, providing foundational education and fostering a love of learning among its students. Ongoing support and development are essential to continue enhancing the school’s capacity and ensure the students receive the best possible educational opportunities.

Future development plans should prioritize acquiring resources for a library and computer lab, improving infrastructure, and potentially introducing additional extracurricular activities. This multi-pronged approach would enhance the overall learning experience, empowering the students with 21st-century skills while preserving the strong foundation already laid.