894 NO. KALIBARI LPS

894 NO. KALIBARI LPS was established in 1963 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 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 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 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.

894 No. Kalibari LPS: A Rural Primary School in Assam, India

894 No. Kalibari LPS, a government-run primary school, serves the rural community of Katigorah block in Cachar district, Assam, India. Established in 1963 under the Department of Education, this co-educational institution provides primary education (classes 1-5) with Bengali as the primary language of instruction. The school’s commitment to education is evident in its dedicated teaching staff.

The school’s infrastructure includes two classrooms, ensuring a relatively low student-teacher ratio, conducive to effective learning. While lacking a boundary wall and electricity, the school boasts a library, though currently without any books. Importantly, ramps for disabled students ensure accessibility. The provision of a mid-day meal program within the school premises underlines the school’s commitment to the well-being of its students.

The school’s teaching staff comprises three teachers—one male and two female—providing a balanced approach to education. The absence of a pre-primary section focuses the school’s resources on its core primary education mandate. The school’s management ensures that the facilities meet the needs of the students, making the best possible use of available resources.

One notable aspect is the presence of separate boys’ and girls’ toilets, highlighting the school’s dedication to providing a safe and inclusive environment for all students. The school’s location in a rural area underscores its vital role in bridging the education gap in underserved communities. The absence of computers or a computer-aided learning lab indicates potential areas for future development and enhancement of educational resources.

The school’s rural location emphasizes its crucial role in providing access to education for children in a potentially remote area. Despite lacking certain amenities such as electricity and a boundary wall, the school diligently addresses the basic necessities of its students. The provision of a functional boys’ and girls’ toilet signifies a strong focus on hygiene and safety.

The absence of a playground might limit certain extracurricular activities, but the presence of a library (even without books currently) suggests a commitment to fostering a love of reading. The school is approachable throughout the year via road, indicating reasonable accessibility for students and staff. The school’s commitment to providing a mid-day meal program directly supports students’ nutritional needs.

While the school currently lacks computers, its dedication to providing a quality education in a challenging environment is noteworthy. Future development plans could focus on securing electricity, expanding the library’s resources, and potentially adding a playground to further enrich the student experience. The use of Bengali as the medium of instruction caters to the local linguistic context.

The school’s management demonstrates responsible stewardship of resources, allocating them effectively to meet the immediate educational needs of its students. The commitment of the teaching staff, despite resource limitations, underscores the importance of education in this rural community. Continuous assessment of the school’s needs and development of strategies to improve its facilities will ensure its continued service to the community.

The effective utilization of its existing resources, such as the classrooms and toilets, highlights the school’s efficiency. While further improvements are certainly possible, the current functioning of the school ensures that the local children receive a basic education. The school serves as a significant educational pillar in its community, providing essential learning opportunities for students.

In conclusion, 894 No. Kalibari LPS, despite its limitations, is a vital educational institution in rural Assam, providing a foundation for the future of its students. With continued support and targeted investments in infrastructure and resources, the school is poised to further contribute to the educational advancement of the community it serves. The school’s ongoing efforts showcase its dedication to providing a conducive and inclusive learning environment for all children.