939 LURFURIA L.P.

939 LURFURIA L.P. was established in 1956 and it is managed by the Department of Education. It is located in Rural area. It is located in MONDIA block of BARPETA 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 3 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.

939 LURFURIA L.P. School: A Profile of a Rural Primary School in Assam, India

939 LURFURIA L.P. School, a government-run primary school in Assam, India, stands as a testament to the ongoing efforts to provide basic education in rural areas. Established in 1956, this co-educational institution serves students from Class 1 to Class 5, playing a vital role in the community’s educational landscape. The school’s management falls under the Department of Education, reflecting its commitment to providing accessible, quality education.

Located in the rural MONDIA block of BARPETA district, the school’s accessibility is a significant factor. While specific details regarding transportation are unavailable, its location in a rural setting highlights the importance of its services to the surrounding community. The school’s infrastructure, though basic, caters to the needs of its students.

The school boasts three classrooms, ensuring a relatively low student-teacher ratio and conducive learning environment. The availability of one boys’ toilet and one girls’ toilet emphasizes the school’s commitment to providing basic sanitary facilities for both genders, though further improvement in this area could be beneficial. The provision of hand pumps ensures access to potable drinking water. The presence of ramps for disabled students underscores the school’s consideration of inclusivity and accessibility for students with special needs.

The school’s teaching staff comprises four male teachers, dedicated to providing quality instruction in Assamese, the school’s medium of instruction. The head teacher, Mahananda Das, leads the team and oversees the school’s daily operations. The school provides meals prepared on-site, ensuring students receive proper nourishment, which is crucial to their overall development and learning capabilities. The school also features a pre-primary section, providing an early foundation for younger children.

One notable aspect of the school is its adherence to the academic curriculum. Teaching standards are met, and despite limited resources, the school strives to maintain the quality of education. The absence of a library, computers, or a computer-aided learning lab, highlights a potential area needing improvement. These resources can enhance the learning experience and prepare students for future challenges.

The absence of a boundary wall, electricity, or a playground indicates a need for upgrades to the school’s infrastructure. These improvements would enhance the safety, comfort, and overall learning environment for the students. Further enhancements to the facilities would undoubtedly improve the educational experience at 939 LURFURIA L.P. School.

In conclusion, 939 LURFURIA L.P. School is a significant institution serving the educational needs of the rural community. Despite resource limitations, it plays a vital role in providing fundamental education. The school’s commitment to inclusivity and providing essential amenities like toilets and drinking water is commendable. Future improvements in infrastructure and resource allocation would greatly enhance the learning experience and empower future generations.

The school’s adherence to the prescribed curriculum and dedicated teaching staff underscore the importance of primary education in shaping the future of the region. The information provided offers valuable insights into the realities and challenges of providing education in rural settings, highlighting the need for continued support and investment in rural education initiatives.

The success of 939 LURFURIA L.P. School depends heavily on continued community support and government initiatives aimed at improving infrastructure and resource allocation. Further investment in educational resources would empower both teachers and students. The school’s future hinges on collaborations between educational authorities and local stakeholders.