764 LASKAR PARA TUKAR GRAM LPS

764 Laskar Para Tukar Gram LPS: A Comprehensive Profile of a Rural Primary School in Assam, India

764 Laskar Para Tukar Gram LPS, a primary school nestled in the rural heartland of Assam, India, stands as a testament to the commitment to education in even the most remote corners of the country. Established in 1976 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, offering a crucial foundation in their academic journeys.

The school's infrastructure, while modest, serves its purpose effectively. Housed in a government building, it boasts two classrooms, ensuring a relatively comfortable learning environment for its students. A notable feature is the presence of a playground, vital for the physical and social development of the children. The school also provides mid-day meals, prepared on-site, addressing a critical need for nourishment among its students.

Instruction at 764 Laskar Para Tukar Gram LPS is conducted in Bengali, reflecting the local linguistic landscape. The teaching staff comprises three dedicated educators – two male teachers and one female teacher – ensuring individualized attention and support to the students. Interestingly, despite being a primary school, it also includes a pre-primary section, providing early childhood education opportunities within the same facility.

The school’s location in the HAILAKANDI block of the HAILAKANDI district places it within a specific geographic context, highlighting the accessibility of education within the wider community. While lacking certain amenities such as electricity, a boundary wall, and a library, the school focuses on providing quality education within its available resources. The absence of computer-aided learning reflects the challenges faced by many rural schools in gaining access to advanced technology.

The school's management is vested in the Department of Education, underscoring the government's role in shaping educational opportunities in rural areas. The head teacher, Abdul Jobbar Laskar, leads the dedicated team committed to fostering learning and development among the students.

The school's facilities, while basic, are functional. The presence of separate boys' and girls' toilets reflects a commitment to providing a safe and hygienic environment. However, the absence of a boundary wall and electricity highlights the infrastructure challenges the school faces.

The school’s rural setting and the lack of specific technological resources do not diminish the importance of its role. It serves as a vital pillar of education in its community, providing access to primary schooling for children who may otherwise lack such opportunities.

The academic focus of the school is explicitly on primary education, with classes ranging from 1 to 5. The school operates under the "Others" board for both class 10 and 10+2 levels, possibly indicating its affiliation with a local or state-specific education board. This detail warrants further exploration for a complete understanding of its academic standing and certifications.

Despite challenges related to resource limitations, 764 Laskar Para Tukar Gram LPS stands as a significant educational institution. Its dedication to providing basic education, coupled with the commitment of its teachers and the support of the Department of Education, showcases the resilience and importance of education in even the most resource-constrained environments. Further investment in infrastructure and resources would undoubtedly enhance the learning experience and overall development of the students.

In summary, 764 Laskar Para Tukar Gram LPS serves as a microcosm of rural education in Assam. While facing infrastructural and resource limitations, its commitment to providing quality primary education and fostering a holistic learning environment remains unwavering. The dedication of the teaching staff and the support from the Department of Education underscore the importance of ensuring educational access, even in remote areas.

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.