810 NO TUKERGRAM LPS

810 NO TUKERGRAM LPS was established in 1962 and it is managed by the Department of Education. It is located in Rural area. It is located in KATIGORAH block of CACHAR 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. 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 no 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.

810 No Tukergram LPS: A Detailed Profile of a Rural Primary School in Assam, India

810 No Tukergram LPS, a primary school nestled in the rural heartland of Assam, India, offers a glimpse into the educational landscape of a developing region. Established in 1962 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, with an additional pre-primary section. The school’s commitment to education is evident in its dedicated team of two male teachers, who strive to provide quality instruction in Bengali, the primary language of instruction.

The school’s infrastructure, while functional, reflects the challenges faced by many rural schools. Housed in a government building, it comprises three classrooms in good condition, along with additional rooms for non-teaching purposes and a designated space for the teachers. The lack of a boundary wall, electricity, library, and playground highlights the need for further development and investment to create a more comprehensive and stimulating learning environment. The school’s reliance on None as its primary source of drinking water underscores the importance of addressing water security issues in the region.

Accessibility for all students is a priority, as evidenced by the presence of ramps for disabled children. This commitment to inclusivity reflects a dedication to ensuring all students can participate fully in their education. The school provides mid-day meals, prepared and served on the school premises, contributing to students’ well-being and ensuring they receive nutritious sustenance to support their learning.

The school’s educational approach focuses on providing a strong foundation in primary education. The curriculum, delivered entirely in Bengali, aims to equip students with the essential literacy and numeracy skills needed for their future academic pursuits. The school’s affiliation with “Others” board for both Class 10 and Class 10+2 suggests a flexibility in curriculum choices to adapt to the specific needs of the community.

While the school lacks computers and a computer-aided learning lab, the dedication of its teachers and the provision of basic facilities demonstrate a commitment to delivering quality education despite resource limitations. The absence of a library and playground further underscores the need for community involvement and governmental support to enhance the learning experience and provide students with enriching extracurricular activities.

The school’s location in the KATIGORAH block of CACHAR district in Assam provides context to its operating environment. The rural setting influences the challenges faced by the school, from infrastructure limitations to access to resources. However, the school’s enduring presence and commitment to providing education to the local community speaks volumes about the importance of education in the region.

The absence of female teachers, a head teacher, and any contract teachers indicates potential staffing challenges that could benefit from targeted recruitment efforts. Addressing these needs could enhance the school’s overall capacity and effectiveness. The school’s accessibility via an all-weather road further highlights its commitment to overcoming geographical barriers to education.

The school’s operational aspects are noteworthy. The academic year commences in April, aligning with the typical academic calendar of the region. The school’s status as a non-residential institution clarifies its operational model, focusing solely on providing daytime education to local students.

Looking forward, the school could benefit from investments in infrastructure development, including the provision of electricity, a library, a playground, and improved water facilities. The integration of technology through computer-aided learning and the addition of qualified female teachers could further enhance the learning experience for all students.

In conclusion, 810 No Tukergram LPS, despite its limitations, embodies the resilience and commitment of rural schools in providing basic education. Through continued support and investment, the school has the potential to become an even stronger pillar of its community, empowering students with the skills and knowledge to thrive in the future.