900 NO. DA-GHARPHOLIA LPS

900 NO. DA-GHARPHOLIA LPS was established in 1961 and it is managed by the Department of Education. It is located in Rural area. It is located in NAZIRA 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 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 a library and has 45 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.

900 No. Da-Gharpholia LPS: A Rural Primary School in Assam

900 No. Da-Gharpholia LPS, a government-run primary school in Assam, India, stands as a testament to the dedication to education in rural communities. Established in 1961, this co-educational institution serves students from Class 1 to Class 5, with a dedicated pre-primary section catering to younger learners. The school, managed by the Department of Education, offers a valuable educational service within the Nazira block of Sibsagar district.

The school’s infrastructure comprises two classrooms, ensuring sufficient space for its students. While lacking a boundary wall and electricity, the school compensates with a functional library housing 45 books, providing valuable resources for students’ learning journeys. The availability of hand pumps ensures access to clean drinking water, a crucial element in maintaining student health and well-being. Furthermore, the school prioritizes accessibility, featuring ramps to ensure inclusivity for disabled children.

The teaching staff consists of three male teachers who are dedicated to providing quality education. They utilize Assamese as the medium of instruction, connecting the curriculum to the students’ linguistic background and cultural understanding. The school’s commitment to holistic development extends beyond academics. A midday meal program, prepared and provided on the school premises, ensures that students receive proper nutrition throughout their school day. The presence of separate boys’ and girls’ toilets underscores the school’s concern for hygiene and student comfort.

The school’s academic focus is firmly on primary education (Classes 1-5). The school follows a curriculum culminating in the “Others” board for Class 10. While the school lacks computers and a computer-aided learning lab, its library and dedicated teachers work to bridge the technological gap and provide a strong foundation in essential learning areas. Despite lacking a playground, the school’s commitment to education remains unwavering.

The school’s rural location underscores its significance in providing educational opportunities to children in underserved areas. Its dedication to providing a conducive learning environment is highlighted by the inclusion of a pre-primary section with a dedicated teacher. The school’s relatively small size allows for personalized attention and focused teaching, ensuring that every student receives the support they need to succeed.

The absence of a boundary wall, while a notable feature, reflects the school’s openness to the community, emphasizing its role as a central hub for learning and community engagement. The availability of separate toilets for boys and girls promotes hygiene and safety. The provision of ramps indicates a proactive approach towards inclusive education, ensuring accessibility for all students regardless of their physical abilities.

The school’s history, stretching back to 1961, showcases its enduring commitment to education within the community. Its continued operation underlines the importance of primary education in rural areas and highlights the dedication of its teachers and staff. Despite challenges such as the lack of computers and electricity, the school perseveres, adapting its methods to ensure quality education for its students.

The school’s adherence to the “Others” board for Class 10 reflects a flexible approach to education, prioritizing a curriculum tailored to the specific needs and resources available within the community. The school’s management by the Department of Education ensures a structured approach to administration and curriculum development.

In conclusion, 900 No. Da-Gharpholia LPS stands as a beacon of hope in a rural setting. Despite facing some infrastructural limitations, its commitment to quality education, inclusive practices, and the well-being of its students remains unshakeable. Its dedicated teachers and the provision of essential resources demonstrate its vital role in shaping the future of the community. The school continues to provide a fundamental education to its students, equipping them with essential skills and knowledge for a better future. Its long-standing presence highlights the importance of consistent educational access in developing regions.