568 DHALCHERRA HRANGKHOL LPS

568 DHALCHERRA HRANGKHOL LPS was established in 1969 and it is managed by the Department of Education. It is located in Rural area. It is located in LALA block of HAILAKANDI 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. Mizo 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 None and it is functional. The school has 1 boys toilet and it is functional. and 2 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.

568 Dhalcherra Hrangkhol LPS: A Rural Primary School in Assam

568 Dhalcherra Hrangkhol LPS, a government-run primary school, stands as a testament to educational initiatives in rural Assam. Established in 1969, this co-educational institution serves the community by providing primary education (classes 1 to 5) to children in the LALA block of Hailakandi district. The school’s rural location highlights its crucial role in bridging the educational gap in underserved areas.

The school’s infrastructure comprises two classrooms, all in good condition, ensuring a conducive learning environment for its students. While lacking a boundary wall and electricity, the school manages to deliver quality education. The absence of a library and computers underscores the need for further resource allocation to enhance learning opportunities. However, the school does provide meals prepared on its premises, addressing a critical need for students’ well-being.

The school’s teaching staff consists of two male teachers, dedicated to imparting knowledge to their students. The school also features a pre-primary section, catering to the educational needs of younger children. Interestingly, the school utilizes Mizo as its medium of instruction, reflecting the linguistic diversity of the region. The school’s accessibility via an all-weather road ensures convenient access for both students and staff. Its academic year aligns with the regional standard, commencing in April.

The school’s facilities include separate boys’ and girls’ toilets, essential for maintaining hygiene and providing a safe and comfortable environment. However, the lack of a playground limits recreational opportunities, highlighting a potential area for improvement. The school’s management lies with the Department of Education, underscoring the government’s commitment to providing primary education in rural areas. The absence of ramps emphasizes a potential need for accessibility improvements for students with disabilities.

The school’s operational aspects further clarify its dedication to education. Its status as a non-residential institution simplifies its logistical aspects. The use of ‘Others’ as the board for Class 10 and 10+2 suggests that the school might follow a flexible curriculum adapted to local needs. The absence of computers and computer-aided learning signifies a potential need for integrating modern technology into teaching practices.

Looking ahead, enhancing the school’s infrastructure and resources remains crucial. The addition of a boundary wall, electricity supply, and a library with books would significantly improve the school’s environment. Securing computers and establishing a computer-aided learning lab would also modernize the educational experience, preparing students for the digital age. Equipping the school with a playground would further improve the overall learning experience by allowing for physical activity and recreation.

The school’s commitment to providing mid-day meals showcases its holistic approach to education, addressing both academic and nutritional needs. The absence of a head teacher highlights a possible staffing challenge requiring attention.

568 Dhalcherra Hrangkhol LPS plays a vital role in the community, providing essential primary education to children in a rural setting. By addressing its infrastructural and resource limitations, the school can further enhance its capacity to provide quality education and prepare its students for a brighter future.

Investing in this school not only improves the lives of individual students but also contributes to the broader development of the community. By providing a strong foundation in education, the school empowers its students with the knowledge and skills to contribute positively to society.

The ongoing success of 568 Dhalcherra Hrangkhol LPS hinges on the continued support of local authorities, educational organizations, and the wider community. Through concerted efforts, this rural school can overcome its current limitations and flourish as a center of learning, shaping future generations.