51 NO. KALMANI SINGIMARI LPS

51 NO. KALMANI SINGIMARI LPS was established in 1961 and it is managed by the Department of Education. It is located in Rural area. It is located in RANGIA block of KAMRUP RURAL 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. Assamese 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 Hand Pumps 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 a playground. The school has a library and has 92 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.

51 No. Kalmani Singimari LPS: A Comprehensive Overview of a Rural Assam Primary School

51 No. Kalmani Singimari LPS, a government-run primary school in the RANGIA block of KAMRUP RURAL district, Assam, stands as a testament to rural education in India. Established in 1961 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, also offering a pre-primary section. Instruction is primarily in Assamese, reflecting the local linguistic landscape. The school’s rural setting is complemented by its accessibility via all-weather roads, ensuring students can attend regardless of weather conditions. The academic year begins in April, aligning with the regional calendar.

The school’s infrastructure includes a government-owned building, housing two well-maintained classrooms dedicated to teaching and learning. Additional rooms cater to non-teaching activities and provide a separate space for administrative staff. The school boasts a functional playground, encouraging physical activity and outdoor learning. Notably, the school possesses a library stocked with 92 books, fostering a love for reading amongst its students. Hand pumps supply drinking water, a crucial element for maintaining hygiene and health within the school community. Importantly, ramps for disabled children are available to ensure inclusivity and accessibility for all learners. The provision of a mid-day meal, prepared on the school premises, helps address nutritional needs, ensuring students have the energy they need to focus on their education.

The school’s teaching staff comprises three teachers: two male and one female, dedicated to providing quality education to the students under their care. The school operates within a structure aligned with the “Primary only (1-5)” academic framework, focusing on foundational education during these crucial formative years. The board affiliations for higher secondary classes are categorized under “Others”, suggesting a potential collaboration or unique approach to curriculum beyond the primary levels. The school’s commitment to education is further highlighted by the presence of toilets – one each for boys and girls – ensuring essential sanitation facilities.

While the school currently lacks an electricity connection and a boundary wall, the commitment to providing a supportive learning environment remains evident. The absence of a computer lab or computer-aided learning indicates that the school primarily relies on traditional teaching methods. This reliance on established pedagogies likely reflects the specific needs and resource availability within the rural community it serves. However, the presence of a library and playground suggests that the school actively strives to provide a holistic and engaging learning experience.

The school’s management by the Department of Education signifies a direct connection to government initiatives and policies concerning education, emphasizing the importance placed on accessible and quality education for rural communities. The school’s location, categorized as “rural,” points to the crucial role it plays in serving students from a less-urbanized area, ensuring equitable access to educational resources.

51 No. Kalmani Singimari LPS, despite its limited resources, offers a crucial educational foundation to students in a rural setting. The school’s dedication to its students is clear, showcasing the tireless work of teachers who help to prepare students for their future endeavors.

The school’s focus on fundamental education, combined with the provision of essential facilities like a library and playground, demonstrates a well-rounded approach to learning. The presence of toilets and drinking water facilities underscores the school’s commitment to a safe and healthy learning environment.

The school’s relatively small size and lack of certain amenities do not detract from its vital role in the community. It provides crucial primary education in a rural area, contributing significantly to the educational advancement of the local children.

By providing foundational education, promoting literacy, and fostering a sense of community within the school environment, 51 No. Kalmani Singimari LPS serves as a beacon of opportunity for children in its area. The school’s continuous operation since 1961 showcases its enduring impact on the community.

The school’s status as a co-educational institution promotes gender equality and provides an inclusive environment for all students, regardless of gender. This commitment to inclusivity is further reflected in the provision of ramps for disabled children.

The available data offers a valuable insight into the realities of rural education and highlights the challenges and successes of institutions like 51 No. Kalmani Singimari LPS. The school serves as a testament to the dedication and commitment of educators in serving underserved communities.