869 NO BILPAR BALIKA LPS

869 NO BILPAR BALIKA LPS was established in 1951 and it is managed by the Department of Education. It is located in Rural area. It is located in BORIGOG BANBHAG block of NALBARI 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 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 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 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 No Bilpar Balika LPS: A Profile of a Rural Primary School in Assam

869 No Bilpar Balika LPS, a government-run primary school in Assam, India, stands as a testament to the dedication towards education in rural communities. Established in 1951, this co-educational institution serves students from Class 1 to Class 5, offering a crucial foundation for their academic journey. The school is managed by the Department of Education and is located in the rural BORIGOG BANBHAG block of NALBARI district. It boasts two classrooms, each in good condition, ensuring a conducive learning environment for its students.

The school’s infrastructure, while basic, provides essential amenities. A key feature is the availability of hand pumps providing clean drinking water, vital for the students’ health and well-being. Separate functional toilets for boys and girls are also available. While the school lacks a boundary wall, electricity, a library, a playground, and computer-aided learning facilities, its commitment to providing quality education remains unwavering.

The school’s teaching staff comprises two male teachers and a head teacher, Imran Hussain. The medium of instruction is Assamese, ensuring accessibility and understanding for the students. The school also offers a pre-primary section, catering to the youngest learners. Remarkably, the school successfully prepares and provides mid-day meals on its premises. This commitment to nutritional support underlines its dedication to fostering holistic development in its students.

The absence of certain amenities, such as a library and computers, presents opportunities for improvement. These additions would undoubtedly enrich the learning experience and provide students with greater access to resources. However, the school’s focus on providing a strong foundational education, coupled with its commitment to providing a safe and hygienic environment, is commendable.

The school’s rural location underscores the significance of its role in the community. It serves as a beacon of hope, providing access to education for children in a remote area, contributing to the overall development of the region. The school’s accessibility via an all-weather road also highlights its commitment to overcoming geographical barriers. The fact that its academic session begins in April aligns with the regional academic calendar.

The school’s classification as “Others” for both Class 10th and Class 10+2 boards suggests a focus on primary education. This concentration on building a strong foundation for future learning is a key strength of the school’s approach.

Furthermore, the school’s management by the Department of Education indicates a commitment to providing standardized education within the government framework. This ensures adherence to curriculum guidelines and a structured approach to teaching.

The school’s commitment to providing mid-day meals on its premises highlights its commitment to students’ well-being. This vital service ensures that students receive proper nutrition, which is essential for their physical and cognitive development.

Despite the lack of certain modern amenities, the 869 No Bilpar Balika LPS successfully provides basic education to its students. The dedicated teachers and the school’s commitment to delivering quality education amidst resource constraints are truly noteworthy.

The school’s profile serves as a case study of the challenges and successes in delivering education in rural contexts. With further investment and resource allocation, 869 No Bilpar Balika LPS has the potential to become an even stronger pillar of educational development in the region.