869 BHATER CHOK LPS

869 BHATER CHOK LPS was established in 1960 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 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 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.

869 BHATER CHOK LPS: A Rural Primary School in Assam, India

869 BHATER CHOK LPS, a government-run primary school, serves the rural community of KATIGORAH block in CACHAR district, Assam, India. Established in 1960, this co-educational institution provides education for students from Class 1 to Class 5, with a notable addition of a pre-primary section. The school’s instruction medium is Bengali, reflecting the local language. Its accessibility is ensured by its location along an all-weather road, making it convenient for students to attend year-round. The academic year commences in April, following the standard academic calendar.

The school’s infrastructure comprises a government-provided building, equipped with two classrooms in good condition. While additional rooms cater to non-teaching activities and a dedicated space for the head teacher, the school lacks a boundary wall and electricity. The absence of these crucial amenities highlights the need for infrastructural improvements.

Regarding sanitation facilities, the school has one functional boys’ toilet and one functional girls’ toilet, providing basic sanitary provisions for the students. However, the absence of a playground limits opportunities for physical activity and recreation, essential aspects of a holistic educational experience.

The school’s resources are limited. It currently lacks a library, and consequently has no books, highlighting the need for improved resource allocation to enhance learning opportunities. Furthermore, the absence of computers and a computer-aided learning lab limits access to modern educational technologies. The school also lacks ramps for disabled access, indicating a lack of provisions for students with disabilities.

Despite the absence of various resources, the school diligently provides mid-day meals, prepared and served within the school premises, ensuring students have access to nutritious food. The school is managed by the Department of Education, further solidifying its role within the public education system.

The school’s two male teachers work diligently to deliver quality education to the students, despite facing challenges related to resource limitations. The absence of female teachers and pre-primary teachers underscores the need for increased staffing to cater to the growing needs of the student body.

The school operates within the framework of the “Others” board for classes 10 and 10+2, indicating a potential reliance on alternative educational assessment systems. This warrants further investigation into the curriculum and assessment methods employed at the school.

869 BHATER CHOK LPS, while facing challenges relating to infrastructure, resources, and staffing, remains an important educational institution within its community. Addressing the identified gaps in resources and infrastructure is crucial to enhancing the quality of education and providing a more comprehensive learning environment for the students.

The commitment to providing mid-day meals reflects a dedication to student well-being, emphasizing the importance of nutritional support in promoting learning outcomes. Further investment and support from the local government and community stakeholders are vital to ensure the continued growth and development of this essential educational institution.

The school’s geographical location in a rural area highlights the significance of providing quality education in underserved regions. Efforts to improve access to educational resources and facilities in such areas are fundamental to promoting equity and inclusivity in the education system. The school’s information provides a valuable case study of the challenges and opportunities faced by many primary schools in rural India.