860NO. MAGURA TRIBAL LPS

860NO. MAGURA TRIBAL LPS was established in 1963 and it is managed by the Department of Education. It is located in Rural area. It is located in PATHERKANDI block of KARIMGANJ district of Assam. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t 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.

860NO. Magura Tribal LPS: A Profile of a Rural Primary School in Assam, India

860NO. Magura Tribal LPS, a government-run primary school located in the rural Patherkandi block of Karimganj district, Assam, India, offers a glimpse into the educational landscape of a remote Indian village. Established in 1963 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, providing a foundational education in Bengali.

The school’s infrastructure includes a government-provided building housing three classrooms, all in good condition. While lacking a boundary wall and electricity, the school provides essential facilities including separate functional boys’ and girls’ toilets. The absence of a playground, library, and computer-aided learning facilities highlights the challenges faced by schools in resource-constrained environments. Importantly, however, the school does provide mid-day meals, prepared on the school premises.

The school’s staffing comprises two female teachers and one head teacher, Usha Tripura, providing a student-teacher ratio that allows for focused attention in the classroom. The absence of male teachers underscores potential demographic and recruitment challenges. The school’s management actively employs a strategy of providing meals and ensuring adequate sanitation.

The school’s accessibility is ensured by an all-weather road connection, facilitating regular attendance. The academic year commences in April, aligning with the regional calendar. The school is categorized as “Primary only (1-5),” indicating its role in providing a basic elementary education within its community.

The absence of pre-primary classes, a computer lab, library, and playground suggests areas where the school could benefit from further development and resource allocation. The lack of computers, a ramp for disabled children, and a boundary wall are significant infrastructural needs that could significantly enhance the school’s inclusivity and safety. Addressing these needs would enhance the overall learning experience.

The school’s status as a non-residential institution simplifies operational logistics. The “Others” designation for the board affiliated with Class 10 and 10+2 suggests that the school might not be directly affiliated with major national or state boards, potentially necessitating a unique curriculum approach.

Despite these limitations, 860NO. Magura Tribal LPS plays a crucial role in providing education to children in a rural setting. The school’s commitment to providing mid-day meals speaks to its dedication to student well-being.

The school’s location in a rural area, coupled with its reliance on government funding, underlines the ongoing need for improved resource allocation to educational institutions in such areas. Increased investment in infrastructure and resources would significantly enhance the quality of education delivered.

The success of 860NO. Magura Tribal LPS depends on continued support from the government and community stakeholders. Further investment in resources and infrastructure would substantially improve the learning environment and educational opportunities for the students. This commitment to ensuring a quality education in under-resourced communities is essential for long-term societal progress.