60 NO. PARBAT LPS

60 NO. PARBAT LPS was established in 1941 and it is managed by the Department of Education. It is located in Rural area. It is located in CHAMARIA 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 Barbed Wire Fencing 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 1 girls toilet and it is functional. The school has a playground. The school has a library and has 32 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.

60 No. Parbat LPS: A Rural Primary School in Assam, India

60 No. Parbat LPS, a government-run primary school, serves the rural community of Chamaria block in Kamrup Rural district, Assam, India. Established in 1941, this co-educational institution offers a primary education from Class 1 to Class 5, with an additional pre-primary section. The school is managed by the Department of Education and boasts a dedicated team of two teachers – one male and one female – led by Head Teacher Nirmal Kumar Das. Assamese serves as the primary language of instruction.

The school’s infrastructure includes two well-maintained classrooms, providing ample space for learning. While lacking electricity, the school building is enclosed by barbed wire fencing, ensuring a safe environment for the students. A functional well provides clean drinking water, and separate boys’ and girls’ toilets are available on the premises. The school grounds also feature a playground and a library stocked with 32 books, fostering a holistic learning experience.

Accessibility features are present with ramps for disabled children, ensuring inclusivity for all students. The school provides meals prepared on-site, addressing the nutritional needs of the students. Importantly, the school confirms that the building is not utilized as a shift school.

The school’s location in a rural area highlights its vital role in providing educational opportunities to children who might otherwise lack access. Its commitment to providing a supportive and safe learning environment, despite resource limitations, makes it a crucial part of the community.

The school’s relatively small size allows for individualized attention and a close-knit learning environment, facilitating personalized support for each student. The presence of a library and playground emphasizes the school’s commitment to a well-rounded education that goes beyond academics.

The school’s establishment in 1941 speaks to its long-standing presence in the community. Its enduring legacy reflects its importance as a cornerstone of education in the region. The continued operation of the school, despite challenges, showcases the dedication of its staff and the community’s commitment to education.

The school’s management by the Department of Education ensures compliance with educational standards and access to resources within the framework of the government’s educational policies.

The lack of computers and a computer-aided learning lab indicates the need for further resource allocation to enhance teaching methods and prepare students for the digital age. However, the school’s dedication to providing quality education with available resources is commendable.

The school’s reliance on a well for drinking water underlines the need for consistent maintenance and monitoring to ensure the safety and health of the students.

The availability of a pre-primary section and the inclusion of ramps for disabled children highlight the school’s commitment to inclusive education and providing opportunities for children of all abilities and ages.

Future development could involve initiatives to improve infrastructural capabilities, such as electrification and the addition of computer-aided learning resources, to further enhance the educational experience for the students.