542 NO CHARIAPAR LPS

542 NO CHARIAPAR LPS was established in 1933 and it is managed by the Department of Education. It is located in Rural area. It is located in PASCHIM NALBARI block of NALBARI 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. 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 5 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 Others 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 150 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.

542 No Chariapar LPS: A Rural Primary School in Assam

542 No Chariapar LPS, a government-run primary school, stands as a testament to the dedication to education in rural Assam. Established in 1933, this co-educational institution serves students from Class 1 to Class 5, offering a crucial foundation for their academic journeys. The school’s management falls under the Department of Education, reflecting its commitment to providing quality education to the community.

Located in the Paschim Nalbari block of the Nalbari district, the school’s rural setting highlights its role in bridging the educational gap often faced in remote areas. Its infrastructure, while modest, is functional. The school boasts five classrooms, ensuring ample space for learning. The presence of a library stocked with 150 books underscores the importance placed on reading and independent learning. Furthermore, a playground offers a vital space for recreation and physical activity, contributing to the holistic development of the students.

The school’s facilities include separate boys’ and girls’ toilets, indicating a commitment to providing a safe and comfortable learning environment. The availability of hand pumps provides a reliable source of drinking water, addressing a critical need in the rural context. Importantly, ramps for disabled children are present, reflecting an inclusive approach to education. This inclusive design emphasizes the school’s dedication to accommodating diverse student needs.

The school’s instructional medium is Assamese, reflecting the local linguistic context. The teaching staff consists of three male teachers and one female teacher, working collaboratively to provide a comprehensive education to the students. The school operates on a standard academic calendar, with the academic year commencing in April. The school also provides meals prepared on its premises, ensuring that students’ nutritional needs are met alongside their academic pursuits.

The school’s structure comprises a government-owned building, supplemented by additional rooms for non-teaching activities. A separate room is allocated for the head teacher, further supporting effective administration and teacher support. The school is enclosed by a boundary wall, creating a secure environment for learning. The absence of electricity, while a challenge, does not deter the dedication of the school’s staff and students. The school’s commitment to providing a quality education is evident despite the limitations of infrastructure.

While the school does not currently offer computer-aided learning or have computers available for educational purposes, its focus remains firmly on delivering a solid foundation in basic education through traditional methods. The dedicated teachers are instrumental in ensuring that students acquire the fundamental knowledge and skills necessary to succeed in their future academic pursuits. The lack of pre-primary classes reflects the school’s current focus on primary education. The school’s commitment to its students, however, is unwavering.

The 542 No Chariapar LPS serves as a vital pillar of the community. Despite challenges such as the lack of electricity and computer facilities, the school demonstrates remarkable resilience and a deep commitment to providing quality primary education. Its long history and ongoing dedication to its students make it an important institution within its rural setting.

The school’s success in providing a foundation in literacy and numeracy within a resource-constrained environment highlights the power of dedicated teachers and the community’s collective effort. The focus on providing a safe and supportive learning environment is also noteworthy. The presence of a library, playground, and separate restrooms illustrates a well-rounded approach to education.

The school’s location and focus on primary education makes it an integral part of the local community’s development. The school’s commitment to providing quality education despite limited resources emphasizes the importance of education in rural areas. This institution serves as a valuable asset to the community, providing the crucial foundation for future generations.

The ongoing support from the Department of Education is vital for the school’s continued success. The dedication of the teaching staff and the commitment of the community underscore the importance of education as a pathway to opportunity. The 542 No Chariapar LPS stands as a testament to the enduring value of education in rural communities, despite infrastructural challenges. The school’s legacy continues to shape the lives of its students.