924 NO KHUNJA BASTI LPS

924 NO KHUNJA BASTI LPS: A Comprehensive Profile of a Rural Primary School in Assam, India

924 NO KHUNJA BASTI LPS, a primary school nestled in the rural landscape of Assam, India, offers a glimpse into the educational fabric of a remote community. Established in 1964 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, with a notable pre-primary section catering to younger learners. The school's location within the LAKHIPUR block of CACHAR district places it within a context of both geographical challenges and community needs.

The school's infrastructure consists of a government-provided building, housing seven classrooms in good condition. While lacking a boundary wall and electricity connection, the school boasts a functional library, although currently without any books. The provision of tap water addresses a critical need for clean drinking water, ensuring students' health and hygiene. The presence of ramps ensures accessibility for disabled children, reflecting a commitment to inclusive education. Sanitary facilities are available, with one boys' toilet and two girls' toilets functioning well.

The teaching staff comprises a team of five educators, including four male teachers and one female teacher, led by Head Teacher WAHIDOR RAHMAN. Bengali serves as the medium of instruction, reflecting the linguistic context of the region. The school operates under the "Others" board for both Class 10 and Class 10+2 levels. The provision of midday meals, prepared and provided within the school premises, addresses nutritional concerns among the student body.

The school's operational structure is noteworthy. It operates as a non-residential school, without any contract teachers. The school's rural setting presents both opportunities and challenges, shaping the educational experience within its context. The school's accessibility is further improved by its location within reach of an all-weather road.

The lack of a computer lab and computers for teaching and learning represents a significant area for potential improvement. The absence of a playground could also affect the holistic development of the students. These aspects highlight the ongoing need for resources and infrastructure development to fully equip the school to meet the educational needs of its students.

Despite the limitations, 924 NO KHUNJA BASTI LPS plays a crucial role in providing primary education to children in a rural area. The commitment of the teachers and the provision of basic necessities like drinking water and sanitary facilities demonstrate a dedication to serving the community.

The school’s strengths lie in its accessible location, its dedicated teaching staff, and the provision of a midday meal program. However, there's room for growth in areas like infrastructure development, resource acquisition, and the expansion of learning resources beyond the existing limited library.

Further development could include the installation of electricity, the construction of a boundary wall, the addition of playground equipment, and the establishment of a computer-aided learning lab. These upgrades would significantly enhance the educational experience and better prepare students for future academic challenges.

The school's success hinges on the continued support of the Department of Education and community engagement in fostering a thriving learning environment. Investments in technology, infrastructure, and supplementary resources would empower the school to better serve the needs of its students and contribute positively to the community's development.

In conclusion, 924 NO KHUNJA BASTI LPS stands as a testament to the dedication of educators serving remote communities. By addressing existing gaps and embracing opportunities for growth, this school has the potential to become an even more effective catalyst for positive change in the lives of its students. The school's journey reflects the broader challenges and potential of primary education in rural areas of India.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.