819 NO. DAPLIPAR LPS

819 NO. DAPLIPAR LPS was established in 1960 and it is managed by the Department of Education. It is located in Rural area. It is located in NARSINGPUR 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 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 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 a library and has 70 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.

819 No. Daplipar LPS: A Comprehensive Profile of a Rural Primary School in Assam, India

819 No. Daplipar LPS, a primary school nestled in the rural landscape of Narsingpur block, Cachar district, Assam, India, offers a glimpse into the educational landscape of a typical rural community. Established in 1960 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, also encompassing a pre-primary section. Its location, easily accessible by all-weather roads, makes it a vital hub for the local children.

The school’s infrastructure comprises a government-provided building housing two classrooms, all maintained in good condition. A dedicated room serves the head teacher, while additional space caters to non-teaching activities. While the school currently lacks a boundary wall and electricity, it boasts a library stocked with 70 books, providing valuable learning resources beyond the classroom. Importantly, ramps are available to ensure accessibility for students with disabilities. The school operates on a Bengali medium of instruction, reflecting the local linguistic environment.

The teaching staff consists of two dedicated educators – one male and one female teacher – ensuring a balanced learning environment. The school provides mid-day meals, prepared and served on-site, addressing the nutritional needs of its students. This crucial aspect of the school’s operation underscores its commitment to holistic child development. The academic year commences in April, adhering to the standard academic calendar for the region.

Operating as a primary school only (Classes 1-5), 819 No. Daplipar LPS uses an “Others” board for both Class 10 and Class 10+2 examinations, indicating its alignment with potentially local or alternative assessment systems. The absence of a computer lab or computer-aided learning facilities highlights potential areas for future development and improvement in educational technology integration. Similarly, the lack of a playground presents another opportunity for enhancing the school’s recreational and physical activity provisions.

The school’s management, under the Department of Education, plays a vital role in resource allocation and administrative support. The absence of contract teachers signifies a reliance on permanent staff, potentially contributing to consistency and stability within the teaching force. The head teacher, Moriyam Aziz, leads the school’s operations, ensuring the smooth running of daily activities and the overall well-being of students.

The school’s commitment to providing a safe and inclusive learning environment is evident in the presence of separate functional boys’ and girls’ toilets. The lack of a boundary wall underscores potential security concerns, suggesting a need for future improvements. The non-residential nature of the school indicates a focus on daytime learning, with students returning to their homes after classes. The absence of a drinking water facility is a notable concern, highlighting the urgent need for improving the availability of safe drinking water for students and staff.

The geographical location of the school in a rural area presents both challenges and opportunities. While access to resources might be comparatively limited, the community’s close-knit nature fosters a strong sense of shared responsibility in supporting the educational endeavors of the school. The presence of a library, albeit a modest one, signifies a commitment to fostering a love of reading and a culture of learning.

Looking ahead, 819 No. Daplipar LPS has potential for significant growth and improvement. Investing in infrastructure development, such as building a boundary wall, providing electricity, and establishing a playground, will enhance the school’s learning environment. The integration of technology, particularly through computer-aided learning and improved internet connectivity, will be instrumental in bridging the digital divide and providing access to a wider range of educational resources.

Furthermore, addressing the absence of a reliable drinking water source is paramount to ensuring the health and well-being of students and teachers. Regular maintenance and upgrades to existing facilities are also vital to sustaining the school’s positive momentum. By continually improving its resources and infrastructure, 819 No. Daplipar LPS can continue to play a vital role in empowering its students and contributing to the educational advancement of the wider community. The dedicated teachers and the supportive community provide a strong foundation for future success.