722 NO UTTAR KHIRA BARI LPS

722 No Uttar Khira Bari LPS: A Detailed Profile of a Rural Primary School in Assam, India

722 No Uttar Khira Bari LPS, a government-run primary school nestled in the rural heartland of Assam, India, offers a glimpse into the educational landscape of a typical rural community. Established in 1974 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, with a notable inclusion of a pre-primary section. The school's dedication to education is evident in its commitment to providing a foundational learning experience for young minds.

The school's infrastructure, while modest, is functional. A single classroom serves as the primary learning space, supplemented by two additional rooms for administrative and other non-teaching activities. A dedicated room for the head teacher ensures efficient management and facilitates individualized attention to staff needs. The school boasts a library stocked with 60 books, a valuable resource for enriching the learning experience beyond the classroom. The presence of four boys' toilets and two girls' toilets underscores the school's commitment to providing basic sanitation facilities for its students. Importantly, ramps for disabled children are available, highlighting the school's consideration for accessibility.

A crucial aspect of the school's functionality is the availability of hand pumps providing potable drinking water, a necessity in any rural setting. The absence of a boundary wall and an electrical connection, while noteworthy, doesn't detract from the school's core mission of providing education. The lack of a playground might limit extracurricular activities, but the school's focus remains on academics. The school's commitment to nutrition is evident through its on-site preparation and provision of midday meals, ensuring that students receive the nourishment they need to thrive academically.

The teaching staff comprises two male teachers and a head teacher, Krishnandas Singha, who leads the educational efforts. Bengali serves as the primary medium of instruction, aligning with the regional language and cultural context. The school's curriculum adheres to the Others board for classes 10 and 10+2, indicating a focus on a locally relevant educational framework.

The school's location in the Hailakandi block of Hailakandi district, Assam, signifies its role within a larger educational network. Its rural setting presents unique challenges and opportunities, shaping its educational approach and fostering a close-knit community environment within the school. The fact that the school hasn't shifted to a new location indicates a long-standing presence within the community, building trust and familiarity among local residents.

The school's academic calendar follows a standard April start, aligning with the broader educational system in the region. The absence of computers and a computer-aided learning lab indicates potential areas for future development and technological integration. However, this limitation should not overshadow the school's significant contribution to primary education in the area.

The school's status as a non-residential institution simplifies its operational model. The management by the Department of Education ensures adherence to governmental standards and regulations, providing a framework for accountability and support. The school's continued operation for nearly five decades speaks volumes about its relevance and enduring impact on the community it serves.

722 No Uttar Khira Bari LPS stands as a testament to the dedication of educators committed to providing quality primary education in a rural setting. While challenges remain, the school's enduring presence underscores its value and contribution to the development of the local community. It serves as a vital hub for learning, fostering literacy and numeracy, thereby equipping young students with essential skills for future success.

The detailed description showcases the dedication to education and a commitment to improving the lives of students through knowledge. The information available highlights both the strengths and potential areas for growth, illustrating a typical primary school in a rural Indian context. This underscores the need for continued support and investment in rural education to ensure equitable access to quality learning for all children.

Further information regarding the school's performance and future development plans would provide a more comprehensive overview. However, the existing data offers valuable insights into the realities of education in a typical rural Indian setting.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.