44 NO. PELADAHAR LPS

44 NO. PELADAHAR LPS was established in 1871 and it is managed by the Department of Education. It is located in Rural area. It is located in SALCHAPRA 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 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 Tap Water and it is functional. The school has 0 boys toilet and it is functional. and 0 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.

44 NO. PELADAHAR LPS: A Rural Primary School in Assam, India

44 NO. PELADAHAR LPS, a government-run primary school, stands as a testament to the enduring commitment to education in rural Assam, India. Established in 1871, this co-educational institution serves students from Class 1 to Class 5, providing a crucial foundation for their academic journeys. Located in the SALCHAPRA block of CACHAR district, the school plays a vital role in the community, offering essential learning opportunities to children in the surrounding rural area.

The school’s infrastructure, while basic, provides a functional learning environment. A single classroom accommodates the students, emphasizing the need for potential expansion in the future. The school building itself, a government-provided structure, lacks a boundary wall and electricity, highlighting areas where infrastructural improvements would greatly enhance the learning experience. However, the school does boast access to tap water, ensuring students have a clean and reliable source of hydration.

Instruction is conducted primarily in Bengali, reflecting the local linguistic context. The school’s dedicated staff comprises two teachers—one male and one female—who are instrumental in shaping young minds. The school’s management is under the purview of the Department of Education, ensuring a structured framework for its operations. The head teacher, SARIF UDDIN BARBHUIYA, leads the school’s efforts in providing quality education to the students under their charge.

Despite the limited resources, the school demonstrates a strong commitment to providing a well-rounded education. Meals are provided and prepared on-site, addressing the crucial need for proper nutrition among the students. The school operates without a pre-primary section, focusing its efforts on the core primary curriculum. Interestingly, the school’s academic board for Classes 10 and 10+2 is listed as “Others”, suggesting a unique approach to curriculum or certification.

Accessibility is a key consideration for the school’s success. It is conveniently accessible via an all-weather road, ensuring that students can attend regardless of weather conditions. The academic year begins in April, aligning with the typical Indian academic calendar. The absence of ramps suggests there are currently no students requiring accessibility features.

The lack of a library, playground, computers, and computer-aided learning facilities represent areas for potential development. These additions could significantly enrich the learning experience and prepare students for the challenges of the modern world. However, the presence of a separate room for the head teacher highlights the prioritization of administrative support.

The school’s operational aspects are managed within the structure of the Department of Education, suggesting a degree of formal oversight and support from the government. This government support ensures that the fundamental needs of the school are being addressed, though the lack of certain amenities illustrates the ongoing need for continuous improvement and resource allocation.

44 NO. PELADAHAR LPS, with its rich history and dedicated staff, serves as a cornerstone of education in its community. Despite challenges related to infrastructure and resources, its commitment to providing quality education to its students remains unwavering. The school’s dedication to its students and its efforts to create a functional learning environment, while humble, are commendable.

Future development efforts should focus on infrastructure improvements, including providing electricity, constructing a boundary wall, and adding essential amenities like a library and playground. Moreover, the introduction of computers and computer-aided learning could greatly enhance the students’ educational experience. These enhancements would not only improve the learning environment but also better equip the students for future academic and professional success.

The school’s success story is a testament to the power of dedication and perseverance in the face of challenges. With continued support and strategic development, 44 NO. PELADAHAR LPS has the potential to become an even more impactful institution, further contributing to the educational growth and development of the community it serves.