438NO. TULAKONA LPS

438NO. TULAKONA LPS was established in 1959 and it is managed by the Department of Education. It is located in Rural area. It is located in R.K NAGAR block of KARIMGANJ 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 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 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 a library and has 45 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.

438NO. TULAKONA LPS: A Rural Primary School in Assam

438NO. TULAKONA LPS, a government-run primary school, serves the rural community of R.K NAGAR block in KARIMGANJ district, Assam. Established in 1959, this co-educational institution provides education to students from Class 1 to Class 5, with an added pre-primary section. The school’s instruction medium is Bengali. Its location ensures accessibility via an all-weather road, making it convenient for students regardless of weather conditions. The academic year commences in April, adhering to the standard academic calendar.

The school’s infrastructure includes a government-provided building with a single classroom, currently in good condition. Beyond the classroom, two additional rooms cater to non-teaching activities, and a dedicated space accommodates the head teacher. While the school presently lacks a boundary wall and electricity, it boasts a functional library containing 45 books, a valuable resource for student learning. The school’s drinking water source is a well, ensuring access to clean drinking water for students and staff. Separate functional boys’ and girls’ toilets are provided.

The school’s staffing comprises a head teacher and two male teachers, collectively dedicated to providing quality education. A dedicated pre-primary teacher further expands the educational scope to younger learners. The school’s management falls under the Department of Education, ensuring adherence to government guidelines and policies. The school actively participates in the mid-day meal program, providing nutritious meals prepared on school premises.

The absence of a playground and computers is notable. This points to areas where potential improvements could significantly enhance the learning environment. The lack of computers also means the school does not benefit from computer-aided learning facilities. Similarly, the absence of ramps highlights an area for future development to ensure inclusivity for children with disabilities.

The school’s adherence to the “Others” board for both Class 10 and Class 10+2 examinations reflects its focus on providing a foundational education, laying the groundwork for future academic pursuits. The school is non-residential in nature, aligning with its role as a daily learning center for the community.

The school’s dedication to providing a quality primary education is evident in its continued operation. The long-standing presence in the community since 1959 showcases its enduring role in shaping young minds. The commitment to providing a mid-day meal underlines its broader role in addressing the needs of the students.

The library, though relatively small, represents a significant resource for students in a rural setting, expanding their access to books and enriching their learning experiences. The functional toilets contribute to hygiene and sanitation, critical for a healthy learning environment.

The school’s location in a rural area highlights its crucial role in serving a community that may have limited access to educational resources. The provision of a single classroom shows a commitment to providing learning opportunities within the existing infrastructure.

The efforts of the head teacher and the two male teachers demonstrate a commitment to education, despite the challenges of limited resources. Their dedication underscores the importance of education and its impact on the lives of students in the rural community.

Future development could focus on infrastructure improvements, such as building a boundary wall, securing electricity, and introducing computer-aided learning. The addition of a playground would also enhance the overall learning experience and encourage physical activity. Addressing accessibility for disabled children through the addition of ramps is a critical step toward inclusivity.