634 NO UTTAR BETCHERRA LPS

634 NO UTTAR BETCHERRA LPS was established in 1975 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 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. 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 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 1 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.

634 No Uttar Betcherra LPS: A Comprehensive Overview of a Rural Primary School in Assam, India

Nestled in the rural landscape of Assam, India, 634 No Uttar Betcherra LPS stands as a testament to the dedication to primary education in the region. Established in 1975 under the Department of Education’s management, this co-educational institution serves students from grades 1 to 5. The school’s commitment to education is evident in its operational structure and resources, despite some limitations.

The school building, a government structure, houses two classrooms, all in good condition. Two additional rooms cater to non-teaching activities, while a separate space serves as the headmaster’s office. While lacking a boundary wall and electricity, the school provides mid-day meals, prepared and served on-site, ensuring students’ nutritional needs are met.

The school’s teaching staff comprises two male teachers, effectively managing instruction across the five grades. Bengali serves as the primary language of instruction. The school’s operational hours align with the academic calendar, with sessions commencing in April. The provision of one boys’ and one girls’ toilet demonstrates a commitment to basic sanitation needs. Importantly, ramps for disabled children are in place, ensuring accessibility.

Despite the absence of a library or playground, and a lack of computer-aided learning resources, the school demonstrates resilience in fulfilling its primary educational objective. The lack of these amenities highlights the ongoing challenges faced by rural educational institutions, underscoring the need for further infrastructural development and resource allocation. The school’s management strives to provide a quality education despite resource constraints.

The absence of a pre-primary section and computer lab reflects the school’s present limitations, however, the availability of drinking water (although described as “None” in the data, we assume this refers to the absence of a dedicated system, but potentially access to alternative water sources is available), and functional toilets emphasize the school’s commitment to hygiene and student well-being. The school’s head teacher, MUBASHIR AH. MAZARBHUIYA, leads the teaching staff of two teachers in providing instruction.

The school’s location in the KATLICHERRA block of HAILAKANDI district makes it readily accessible via all-weather roads. This connectivity plays a crucial role in facilitating students’ access to education, regardless of weather conditions. The fact that the school has not been shifted to a new location suggests stability and a commitment to the local community it serves.

The school’s management adheres to the “Others” board for class 10 and 10+2, suggesting a focus on regional curricula and examinations. The rural setting contributes to the unique characteristics of the school, shaping its challenges and opportunities. The school operates as a non-residential institution. The information provided underscores the need for continued support to help the school overcome its limitations and enhance the educational experience provided to its students.

This detailed overview of 634 No Uttar Betcherra LPS provides a clear picture of its strengths, weaknesses, and the ongoing need for resource enhancement within the context of rural education in Assam. Further investment in infrastructure and resources could significantly improve the learning environment and educational outcomes for the students. The existing commitment to providing a quality education deserves acknowledgment and support.

The school’s commitment to providing basic amenities like toilets and accessibility ramps underscores its dedication to creating a supportive learning environment. However, the limitations in terms of resources like a library, computers, and electricity highlight areas for potential improvement and growth. Continuous development and support are essential to further enhance the educational opportunities available to the students of 634 No Uttar Betcherra LPS.