571 NO CHALITA KANDI LPS

571 NO CHALITA KANDI LPS was established in 1952 and it is managed by the Department of Education. It is located in Rural area. It is located in UDHARBOND block of CACHAR 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 3 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 no playground. The school has a library and has 45 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.

571 No Chalita Kandi LPS: A Detailed Overview of a Rural Primary School in Assam

571 No Chalita Kandi LPS, a government-run primary school nestled in the rural heart of Assam, India, offers a glimpse into the educational landscape of a remote community. Established in 1952 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, with a notable inclusion of a pre-primary section. The school’s commitment to education is evident in its dedicated team of teachers and its existing infrastructure.

The school’s infrastructure, while modest, serves its purpose effectively. Housed in a government building, the school boasts three classrooms, ensuring sufficient space for its students. While lacking a boundary wall and electricity, the school compensates with other vital amenities. A functional library holds a collection of 45 books, providing students with access to vital reading materials. The availability of hand pumps ensures a reliable source of drinking water for students and staff. Furthermore, the presence of separate boys’ and girls’ toilets underscores the school’s commitment to providing a safe and hygienic learning environment. Ramps for disabled children are also available, ensuring inclusivity.

The school’s educational approach is centered around Bengali as the medium of instruction, reflecting the local linguistic landscape. The teaching staff comprises two male teachers and one pre-primary teacher, collectively ensuring that students receive personalized attention and quality instruction. The school administration is headed by Head Teacher BAHAR UDDIN BARLASKAR, who provides leadership and guidance to the faculty. The school operates on an academic calendar that begins in April, aligning with the broader educational schedule.

The school’s daily operation involves more than just academics. The provision of midday meals, prepared and served on the school premises, is a crucial aspect of the school’s commitment to student welfare. This ensures that students receive adequate nutrition, allowing them to focus on their studies without the added burden of hunger. The school’s location, accessible by all-weather roads, further contributes to its accessibility for students from the surrounding community.

While the school operates without computers or computer-aided learning, its commitment to providing a basic education remains steadfast. The school’s lack of a playground and boundary wall highlights the need for further infrastructural development, which would significantly enhance the learning environment. The absence of these elements, however, does not detract from the school’s primary function of providing quality primary education to children in a rural setting.

Despite its limitations, 571 No Chalita Kandi LPS plays a pivotal role in the lives of children in the UDHARBOND block of the CACHAR district. Its enduring legacy, stretching back to 1952, speaks to its importance as a pillar of the community. The school’s continued operation underscores the dedication of its teachers and the community’s unwavering commitment to ensuring that future generations have access to education. Further support and investment in the school’s infrastructure would undoubtedly enhance its capacity to serve the community even more effectively.

The school’s management, under the Department of Education, continues to strive towards providing a quality education within the available resources. The school’s commitment to providing a supportive and inclusive learning environment is noteworthy, particularly in the context of its location in a rural area. The ongoing challenges faced by the school also highlight the need for ongoing support from government agencies and community stakeholders to ensure the provision of adequate resources and infrastructure.

The details provided about 571 No Chalita Kandi LPS offer a valuable insight into the realities of education in rural areas of Assam. The school’s strengths lie in its dedicated teachers, focus on providing a basic primary education, and the commitment to student welfare through the provision of midday meals. The school’s challenges, such as the need for infrastructural improvements, highlight the ongoing need for support from relevant agencies to ensure sustainable and equitable access to quality education for all.

The information provided in this article is based on the available data and aims to present a comprehensive picture of 571 No Chalita Kandi LPS. Further details may be available through additional research and local sources. This overview intends to assist those seeking information about this vital institution within its specific context. The school’s story highlights the continued importance of investing in rural education and ensuring that all children have access to quality learning opportunities.