791 KHERDANDA LPS

791 KHERDANDA LPS was established in 1961 and it is managed by the Department of Education. It is located in Rural area. It is located in BOROBAZAR block of CHIRANG 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. Bodo 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 Partial 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 2 girls toilet and it is functional. The school has a playground. The school has a library and has 5 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.

791 Kherdanda LPS: A Rural Primary School in Assam, India

791 Kherdanda LPS, a government-run primary school, serves the rural community of Borobazar block in Chirang district, Assam. Established in 1961 under the Department of Education, this co-educational institution provides primary education (classes 1-5) to its students. The school boasts a pre-primary section, catering to younger children in the community.

Instruction at 791 Kherdanda LPS is primarily conducted in Bodo, reflecting the local linguistic landscape. The school’s dedicated team comprises three male teachers, who diligently work to impart knowledge and shape young minds. The head teacher, Bijendra Basumatary, leads the school with a focus on providing quality education. The school’s management actively ensures that a midday meal is provided and prepared within the school premises itself.

The school’s infrastructure includes two well-maintained classrooms, providing an adequate learning environment. Additional facilities such as a functional playground and a library with five books are also available. The presence of a library, however small, signifies the school’s commitment to promoting literacy and learning beyond the curriculum. A notable feature is the availability of a functional hand pump, ensuring access to safe drinking water for the students and staff.

The school’s commitment to accessibility is evident in the provision of ramps for disabled children. The building, while partially walled, offers a secure and protected learning space. While lacking electricity and computer-aided learning facilities, the school prioritizes providing a basic, yet functional learning environment. Toilet facilities are provided separately for boys (one toilet) and girls (two toilets), meeting essential hygienic needs.

Despite the absence of computers, the school remains dedicated to providing a foundational education within the constraints of its available resources. The school is situated in a rural location, accessible by all-weather roads, making it easier for students to attend classes regularly. The academic year begins in April, in line with the usual academic calendar. The absence of a computer lab and other modern amenities reflects the school’s need for further development and investment.

The school’s modest size and resources underscore the challenges faced by many rural educational institutions in Assam. However, the dedication of the teaching staff and the provision of essential amenities like toilets, a playground, and a small library demonstrate a commitment to educating the children in the community.

The lack of female teachers and the absence of computer facilities highlight areas for future growth and development. These areas, along with the need for additional infrastructure improvements, could significantly improve the quality of education offered. Despite these limitations, 791 Kherdanda LPS plays a crucial role in providing basic education to children in a rural setting, fostering their development and contributing to their future prospects.

The school’s rural location and its reliance on traditional teaching methods are not unique. Many other schools in similar contexts also face such challenges. Therefore, focusing on addressing these limitations and improving resources is essential. Targeted initiatives and governmental support will be crucial to enhance the school’s infrastructure, teaching aids, and overall capacity.

The success of 791 Kherdanda LPS depends on continuous support and development. The school’s story reflects the realities of many rural schools in India, emphasizing the need for investment and support to bridge the gap in educational opportunities. This ensures equitable access to quality education for all children, irrespective of their geographical location.

In conclusion, 791 Kherdanda LPS stands as a testament to the dedication of educators in underserved communities. While challenges remain, the school’s commitment to providing basic education remains steadfast, providing a foundation for the future of its students. Addressing the identified areas for improvement will contribute significantly to enhancing the overall learning experience for the children.