569 DHOLAI KARARPAR LPS

569 DHOLAI KARARPAR LPS was established in 1969 and it is managed by the Department of Education. It is located in Rural area. It is located in KATLICHERRA 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. 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 Others 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 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 but not Prepared in School Premises providing mid-day meal.

569 Dholai Kararpar LPS: A Detailed Profile of a Rural Primary School in Assam

569 Dholai Kararpar LPS, a government-run primary school in Assam, India, stands as a testament to the commitment to education in rural communities. Established in 1969, this co-educational institution serves students from Class 1 to Class 5, offering a crucial foundation for their academic journey. The school’s management falls under the Department of Education, reflecting a strong public commitment to its operation.

The school’s location in the rural Katcherra block of Hailakandi district presents both challenges and opportunities. While access to resources might be comparatively limited, the school plays a vital role in providing education to children in a geographically dispersed community. The school’s instruction medium is Bengali, reflecting the local linguistic context and ensuring accessibility for its students. Its rural setting emphasizes the importance of education in bridging the gap between urban and rural areas.

The infrastructure at 569 Dholai Kararpar LPS consists of a government-provided building, equipped with a single classroom, ensuring a student-teacher ratio conducive to effective learning. Toilets are available for both boys (1) and girls (2), a vital component for maintaining hygiene and safety. The school’s other facilities include a functional well as the primary source of drinking water, highlighting its resourcefulness in a rural environment. However, the school lacks amenities such as electricity, a library, playground, and computers, presenting opportunities for future development and improvement.

The school’s staffing comprises two teachers—one male and one female—demonstrating a dedication to nurturing young minds despite the resource limitations. A head teacher, Sati Rani Singha, provides leadership and direction, crucial for the smooth running of the institution. The school also boasts a pre-primary section, catering to the youngest learners and providing a seamless transition into formal education. This pre-primary section’s existence emphasizes a commitment to early childhood development.

The school’s academic approach centers around a primary curriculum (Classes 1-5). The curriculum’s structure and the teachers’ experience work in tandem to provide a comprehensive learning experience for the students. While the school doesn’t have a computer-aided learning lab, the focus remains on providing a foundational education to the students, using available resources effectively. The absence of computers, while a drawback, doesn’t negate the value of the education delivered.

The school’s meals program is a noteworthy aspect. While meals are provided, they are not prepared on school premises, suggesting a collaborative approach with external organizations or communities to support this critical aspect of student well-being. This highlights the school’s community engagement and its importance in the wider context of the village.

The school’s physical features highlight both its strengths and areas for improvement. The presence of a functional well and separate toilets for boys and girls demonstrates a commitment to basic needs. However, the lack of electricity, a library, playground, and computers indicates the need for investment in infrastructural development. This highlights the importance of continued support from government agencies and private organizations.

While the absence of certain amenities may seem like a drawback, the school’s dedication to providing a foundational education and its proactive approach to community engagement remain its strongest assets. The dedication of its teachers and the commitment of the school’s leadership in the face of resource constraints underscores its vital role in the community.

The school’s non-residential nature and its use of a single building for all its operations underline its functional efficiency and effective resource management. The school also does not utilize its building as a shift school, which suggests it is well-equipped to handle the current student population without the need for multiple shifts.

In conclusion, 569 Dholai Kararpar LPS serves as an example of a resilient rural school, steadfast in its dedication to providing quality education despite limitations. The school’s commitment to its students and its resourceful approach to teaching underscore its significance in the community. Future improvements in infrastructure, particularly concerning technology and learning resources, would further enhance its ability to provide an even more comprehensive and enriching learning experience.