400 NO. PIPLAPUNJEE LPS

400 No. Piplapunjee LPS: A Rural Primary School in Assam, India

400 No. Piplapunjee LPS, a government-run primary school located in the rural area of Patherkandi block, Karimganj district, Assam, India, offers a glimpse into the educational landscape of a typical rural community. Established in 1953 and managed by the Department of Education, this co-educational institution caters to students from Class 1 to Class 5. The school's commitment to education is evident in its dedicated staff and existing infrastructure.

The school's infrastructure comprises a government building with three classrooms, all reported to be in good condition. Beyond classrooms, the school also features a separate room for the head teacher and two additional rooms for non-teaching activities. The school possesses a library stocked with a collection of books, serving as a valuable resource for students. A well provides the essential drinking water for the school community. Crucially, the school features ramps, ensuring accessibility for students with disabilities.

The school's teaching staff consists of two male teachers, providing instruction primarily in Bengali. Interestingly, the school also includes a pre-primary section, suggesting a commitment to early childhood education. The head teacher, Laxmibanta Sinha, leads the school, aided by a supportive staff focused on providing quality education to the students under their care. The school provides and prepares meals on-site, ensuring students receive proper nourishment.

The school's academic focus is on primary education, covering the crucial foundational years of learning. While the school does not have computers or a computer-aided learning lab, its commitment to providing a well-rounded primary education is commendable. The presence of a library and accessible facilities highlight the school's dedication to providing a conducive learning environment.

The school's location in a rural area presents unique challenges, including the absence of electricity and a boundary wall. Despite these limitations, the school demonstrates a resolute spirit in providing essential educational services to the community. The school's history stretching back to 1953 emphasizes its role as a long-standing pillar of the community.

The school's reliance on a well for drinking water and the lack of a playground are notable points, potentially influencing the scope of extracurricular activities. However, the school's dedicated staff and existing facilities actively address the core requirements of primary education. The fact that it serves as a crucial educational hub for the local community speaks volumes about its lasting impact.

400 No. Piplapunjee LPS's commitment to providing a quality education in a rural setting underscores the importance of equitable access to learning opportunities, regardless of geographical location. The school serves as an example of how community support and dedicated educators can overcome infrastructural challenges to deliver vital educational services.

The school's co-educational nature and the inclusion of a pre-primary section show a focus on holistic development and early childhood learning. The provision of meals indicates a commitment to addressing the students' basic needs alongside their academic needs.

Further development and investment in this essential rural school could significantly improve its resources and capabilities. The addition of electricity, a boundary wall, and computer-aided learning facilities could create an even more stimulating and effective learning environment for the students of 400 No. Piplapunjee LPS.

In conclusion, 400 No. Piplapunjee LPS stands as a testament to the ongoing efforts in providing basic education in rural areas. The school's continued operation and its role in shaping the lives of its students underline the importance of supporting rural educational institutions. Through dedicated staff and a focus on fundamental learning, the school serves its community effectively.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.