718NO. USAI SUMER LPS

718NO. USAI SUMER LPS was established in 1966 and it is managed by the Department of Education. It is located in Rural area. It is located in R.K NAGAR block of KARIMGANJ 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 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 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 a 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.

718NO. USAI SUMER LPS: A Profile of a Rural Primary School in Assam, India

718NO. USAI SUMER LPS, a government primary school located in the rural R.K NAGAR block of KARIMGANJ district, Assam, India, offers a glimpse into the educational landscape of a rural Indian community. Established in 1966 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5. The school’s infrastructure, while modest, reflects the challenges and resources available in its setting.

The school building, though government-owned, lacks a boundary wall and electricity connection. Despite these limitations, the school provides essential facilities. Three classrooms are available for instruction, supplemented by additional rooms for non-teaching purposes, including a dedicated space for the head teacher. Sanitary facilities include one boys’ toilet and one girls’ toilet. The presence of a playground offers students a space for recreation and physical activity. The school’s commitment to student well-being is evident in the provision of mid-day meals, prepared and served on the premises.

While the school lacks a library and computer-aided learning facilities, its commitment to education remains steadfast. The instruction medium is Bengali, reflecting the local linguistic context. The school’s teaching staff consists of two male teachers and a head teacher, Amar Das. The school’s management emphasizes providing a functional learning environment despite the resource constraints. Ramps are available to ensure accessibility for children with disabilities.

The school’s academic focus is primarily on primary education (classes 1-5). It does not offer a pre-primary section. The school’s academic curriculum aligns with the broader educational standards of the region. The absence of computers and a library highlights the need for further investment in educational resources.

The school’s rural location influences its accessibility and infrastructure. It is accessible via an all-weather road, but the lack of electricity and boundary wall points to infrastructural needs. The school’s operational year begins in April, following the regional academic calendar.

The school’s management structure places it firmly within the framework of the Department of Education. Its co-educational nature underscores its commitment to providing equal educational opportunities for both boys and girls. The school’s operation reflects the realities of resource allocation and educational priorities in a rural context.

The information available shows a school striving to provide basic education despite infrastructural limitations. This highlights the ongoing need for investment in rural educational infrastructure and resources to ensure that all children have access to a quality education. Further development in areas like library provision, computer-aided learning, and improved infrastructure could significantly enhance the school’s capacity.

The absence of a pre-primary section may limit access to early childhood education for some children in the community. This underscores the need for a holistic approach to education, considering early childhood development as a crucial component of lifelong learning.

The school serves as a vital community asset, providing not only academic instruction but also essential services such as mid-day meals. The school’s ongoing operation in spite of resource constraints showcases the dedication of its teachers and staff.

718NO. USAI SUMER LPS presents a case study in rural education in India, highlighting both the challenges and the resilience of educational provision in less-resourced environments. Its continued operation underscores the importance of education access, even amidst limitations.