722 NO.MAISA TATEYA LPS

722 NO.MAISA TATEYA LPS was established in 1949 and it is managed by the Department of Education. It is located in Rural area. It is located in AGOMONI block of DHUBRI 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 7 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 50 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.

722 NO.MAISA TATEYA LPS: A Rural Primary School in Assam, India

722 NO.MAISA TATEYA LPS, a government-run primary school located in the rural heart of Assam, India, offers a glimpse into the educational landscape of a typical village. Established in 1949 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, with an added pre-primary section catering to younger learners. The school’s commitment to providing a foundational education is evident in its dedicated teaching staff.

The school’s infrastructure, while modest, is functional. Seven classrooms provide ample space for instruction, supplemented by additional rooms for administrative and non-teaching purposes. A dedicated room for the head teacher ensures efficient management. While the school lacks a boundary wall and electricity, the presence of hand pumps provides a reliable source of drinking water, a crucial factor in maintaining hygiene and health amongst the students. Furthermore, the school boasts a library containing 50 books, fostering a love for reading and learning.

A noteworthy feature is the school’s provision of mid-day meals, prepared and served on the school premises. This essential service ensures that students receive adequate nutrition, supporting their physical and cognitive development. The school’s commitment to accessibility is demonstrated by the presence of ramps for disabled children, enabling inclusive learning. The school is managed by the Department of Education and employs two male teachers. The school is headed by Mr. Manteswar Ray.

Instruction at 722 NO.MAISA TATEYA LPS is primarily conducted in Assamese, reflecting the local linguistic context. The school operates within the framework of the “Others” board for Class 10 and Class 10+2, indicating a flexible approach to curriculum design. The absence of computers and a computer-aided learning lab suggests a focus on traditional teaching methods. The school’s location in the AGOMONI block of DHUBRI district places it within a well-defined geographical area, making it easily identifiable for prospective students and visitors.

722 NO.MAISA TATEYA LPS operates within the limitations of its resources but maintains a strong commitment to providing quality education. The absence of electricity, boundary wall, and playground does not detract from the dedication of the staff and their unwavering focus on providing a nurturing learning environment. The institution’s emphasis on Assamese as the instruction medium reflects its deep connection to the local culture and community.

The school’s modest infrastructure and teaching resources, however, underscore the need for further investment in educational facilities within rural communities. Expanding access to technology, improving infrastructure, and increasing the number of teachers would enhance the school’s capacity to provide even better educational opportunities for its students. Further, the availability of a library, albeit small, signifies a commitment to fostering a culture of learning beyond the confines of the classroom.

The provision of mid-day meals highlights the school’s recognition of the importance of addressing hunger as a significant barrier to learning. By ensuring students receive nutritious meals, the school contributes to their overall well-being and academic success. The presence of both boys and girls toilets reflects a commitment to gender equality and inclusive sanitation practices.

The school’s rural location presents both challenges and opportunities. The close-knit community can foster a strong sense of belonging and engagement with the school’s activities. However, geographical isolation may limit access to certain resources and opportunities. Bridging this gap requires collaborative efforts involving local communities, government agencies, and non-governmental organizations.

722 NO.MAISA TATEYA LPS, despite its limitations, plays a vital role in providing primary education to children in a rural setting. It is a testament to the dedication of teachers and the commitment of the Department of Education to reach even the most remote areas of Assam. The school’s ongoing operation is a beacon of hope and promise for the future, demonstrating the importance of even small educational institutions in shaping a brighter future.

The school’s story underscores the diverse educational landscapes across India, and highlights the ongoing challenges and successes of providing quality education to all children, regardless of their location or background. Continued investment and support are crucial to ensure that schools like 722 NO.MAISA TATEYA LPS can thrive and continue to nurture the next generation of learners.