393 NO GALURAM KISSAN LPS

393 NO GALURAM KISSAN LPS was established in 1943 and it is managed by the Department of Education. It is located in Rural area. It is located in NARSINGPUR 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. 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 No Boundary Wall 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 1 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has no playground. The school has a library and has 122 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.

393 No Galuram Kissan LPS: A Comprehensive Overview of a Rural Primary School in Assam

393 No Galuram Kissan LPS, a primary school nestled in the rural landscape of Assam, India, offers a glimpse into the educational landscape of a remote community. Established in 1943, this government-run institution plays a vital role in shaping young minds. Managed by the Department of Education, the school stands as a testament to the continuous effort to provide basic education to children in underserved areas.

The school’s infrastructure comprises two classrooms, sufficient to cater to the students enrolled in grades 1 through 5. The school building itself is government-owned, ensuring a stable learning environment. While lacking a boundary wall and electricity connection, the school boasts a functional library containing 122 books, a valuable resource for students’ intellectual development. The provision of ramps for disabled children indicates a commitment to inclusivity and accessibility. The availability of separate boys’ and girls’ toilets underlines the school’s dedication to providing a safe and hygienic learning environment.

The school’s academic focus is strictly primary education, covering classes 1 to 5. Bengali serves as the primary language of instruction, reflecting the local linguistic context. The school operates as a co-educational institution, with an attached pre-primary section, catering to a wide range of students’ needs. The school’s management emphasizes providing a mid-day meal, prepared within the school premises, ensuring that students’ nutritional needs are met. This crucial aspect combats hunger and promotes regular attendance.

The school is led by Head Teacher Manotosh Deb, supported by two male teachers. The absence of female teachers is a noteworthy aspect that warrants attention for future improvement. The school’s rural setting presents both challenges and opportunities. While connectivity and access to resources might be limited, the close-knit community provides a supportive environment for learning.

The school’s lack of electricity and boundary wall highlights the need for further investment in infrastructure. However, the presence of a library, separate toilets, and ramps for disabled students showcases a commitment to providing a reasonably equipped educational setting within available resources. Improvements in these areas will further enhance the learning experience.

The school’s location in the Narsingpur block of Cachar district makes it accessible via all-weather roads, ensuring consistent access for students regardless of the weather conditions. This accessibility is crucial for maximizing student attendance. The academic year commences in April, aligning with the regional academic calendar.

The school’s relatively small size and limited resources allow for a focused approach to education. The close-knit community nature may foster a strong teacher-student bond, contributing positively to the learning process. This intimacy might also encourage personalized attention to each student’s learning needs.

While the absence of computers and computer-aided learning facilities presents a limitation, the school’s focus on fundamental education in a supportive community environment holds considerable value.

This detailed profile of 393 No Galuram Kissan LPS provides valuable insight into the realities of providing education in rural India. It highlights both the strengths and areas needing improvement, showcasing the constant effort to bridge the educational gap in underserved communities. Continued support and investment in such schools are vital for ensuring quality education for all children.

Future initiatives focused on improving infrastructure, providing access to technology, and increasing the number of teachers, particularly female teachers, will further enhance the educational experience at 393 No Galuram Kissan LPS and enable it to better serve the community.