380 NO MOHANPUR LPS

380 NO MOHANPUR LPS was established in 1940 and it is managed by the Department of Education. It is located in Rural area. It is located in KATIGORAH block of CACHAR 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. Bengali 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 Others 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.

380 No Mohanpur LPS: A Rural Primary School in Assam, India

380 No Mohanpur LPS, a government-run primary school, serves the rural community of Katigorah block in Cachar district, Assam, India. Established in 1940, this co-educational institution provides primary education (classes 1-5) under the management of the Department of Education. The school’s primary instruction medium is Bengali.

The school’s infrastructure includes two classrooms housed in a government building. While lacking amenities such as electricity, a library, playground, and computer-aided learning facilities, the school maintains functional boys’ and girls’ toilets, and importantly, provides access to drinking water from a well. The school building features a sturdy “others” type boundary wall and is conveniently accessible via an all-weather road.

The school’s teaching staff comprises two teachers – one male and one female – dedicated to educating the students. The school’s head teacher, Achinta Purkayastha, leads the school’s operations. Importantly, the school provides and prepares mid-day meals on its premises, ensuring that students receive necessary nourishment. The school’s academic year commences in April.

While the school lacks certain modern amenities, its focus remains on providing fundamental primary education within its resource constraints. The school’s location and structure reflect the typical characteristics of a rural primary school in the region.

The absence of a pre-primary section and computer facilities highlight areas where potential future development and improvements could significantly enhance the educational experience for the students. The lack of technological resources underscores the need for investment in educational technology to better prepare students for a future increasingly reliant on digital literacy.

The school’s reliance on a well for drinking water, while functional, suggests a potential area for improvement in terms of water infrastructure. The exploration of alternative and more sustainable water sources could improve hygiene and sanitation.

The school’s commitment to providing a mid-day meal underscores its dedication to student well-being. The provision of nutritious meals contributes significantly to improved attendance and academic performance.

Despite the limited resources, the school plays a vital role in the community by providing basic education to the children in the surrounding rural area. Its continued operation and the dedication of its teachers contribute significantly to the educational development of the local population.

Further development and resource allocation would undoubtedly elevate the school’s capabilities. Improvements in infrastructure, technology, and access to educational resources would empower the school to better serve its students and contribute to their future success.

The school’s commitment to education, despite facing infrastructural challenges, showcases its resilience and dedication. The government and local communities should collaborate to enhance resources to ensure that all students have access to a high-quality education.

The information provided highlights the need for continuous improvement in rural education infrastructure and resource allocation in order to create an optimal learning environment for students in areas like this.