835 NO. DEODUBI DIMOWKINAR LPS

835 NO. DEODUBI DIMOWKINAR LPS was established in 1959 and it is managed by the Department of Education. It is located in Rural area. It is located in DEMOW block of SIBSAGAR 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. Assamese 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 Hand Pumps 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 51 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.

835 No. Deodubi Dimowkinar LPS: A Rural Primary School in Assam

835 No. Deodubi Dimowkinar LPS, a government-run primary school, stands as a testament to the commitment to education in rural Assam. Established in 1959, this co-educational institution serves the community by providing primary education (classes 1-5) to children in the DEMOW block of SIBSAGAR district. The school’s rural setting highlights its crucial role in bridging the educational gap in underserved areas.

The school’s infrastructure, while modest, caters to the needs of its students. Three classrooms provide space for learning, supplemented by a library housing 51 books—a valuable resource for fostering a love of reading. The provision of hand pumps ensures access to clean drinking water, a necessity for maintaining a healthy learning environment. Importantly, ramps are in place to ensure accessibility for disabled children, reflecting a commitment to inclusive education.

The teaching staff consists of three dedicated educators—two male and one female teacher—who work collaboratively to impart knowledge to the students. The school’s use of Assamese as the medium of instruction ensures that teaching aligns with the students’ linguistic background, facilitating better understanding and engagement. The school operates a mid-day meal program, directly addressing nutritional needs and promoting better attendance.

The school’s commitment to holistic development is further highlighted by the inclusion of a pre-primary section, catering to the youngest learners. This early childhood education is crucial in laying a strong foundation for future academic success. The presence of boys’ and girls’ toilets underlines the importance of providing separate and safe sanitation facilities for students.

Though the school lacks a boundary wall and electricity connection, the availability of a library and the commitment to providing meals demonstrates the school’s prioritization of student learning and well-being, despite resource limitations. The absence of computers and a computer-aided learning lab reveals areas where future development could greatly enhance the educational experience.

The school’s management by the Department of Education underscores the government’s role in providing essential educational services. The school’s functioning without a head teacher suggests opportunities for leadership development within the institution. Nonetheless, the dedication of the existing teaching staff, alongside the community’s reliance on the school, underlines its ongoing importance.

The school’s location is accessible via an all-weather road, minimizing disruptions to the educational calendar. The academic year begins in April, aligning with the regional climate and the overall educational schedule of the region.

The school building, while government-provided, reveals areas for potential improvement in infrastructure. The absence of a playground highlights a possible need for outdoor recreational space to supplement classroom learning. However, the existing facilities are functional and provide the basic necessities for a primary school setting.

In summary, 835 No. Deodubi Dimowkinar LPS, despite its modest resources, effectively provides primary education to children in a rural setting. Its focus on accessibility, inclusive practices, and the provision of basic amenities is commendable. Future investments in infrastructure, such as electricity, a computer lab, and playground, would significantly enhance the educational experience for the students. The school’s continued operation is a beacon of hope for the future of education in the region.

Further development could focus on enhancing the library resources, improving the school’s infrastructure, and securing additional resources to provide a more enriching learning experience for all students. Through these improvements, 835 No. Deodubi Dimowkinar LPS can continue to provide essential quality primary education to the children of the community.