940 NO ASODDAR ALI MEMO LPS

940 NO ASODDAR ALI MEMO LPS was established in 1982 and it is managed by the Department of Education. It is located in Rural area. It is located in HAILAKANDI block of HAILAKANDI 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. 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 Pucca But Broken boundary wall. The school has 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 2 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.

940 NO ASODDAR ALI MEMO LPS: A Comprehensive Overview

940 NO ASODDAR ALI MEMO LPS, a government-run primary school in Hailakandi, Assam, stands as a testament to educational commitment in rural India. Established in 1982 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, encompassing a pre-primary section as well. Instruction is imparted in Bengali, catering to the local linguistic landscape.

The school’s infrastructure comprises two classrooms, all in good condition, supplemented by additional rooms for non-teaching activities and a dedicated space for the head teacher. The building itself is government-owned, featuring a pucca but broken boundary wall. Reliable electricity ensures a conducive learning environment, complemented by functional hand pumps providing a consistent source of drinking water. Sanitation is addressed with one functional boys’ toilet and two functional girls’ toilets.

While the school lacks a playground and library, it prioritizes accessibility, with ramps for disabled children ensuring inclusive learning. The school’s mid-day meal program, prepared on the premises, plays a vital role in supporting students’ nutritional needs. The school’s management focuses on providing a comprehensive educational experience within its available resources.

The teaching staff consists of two male teachers and a pre-primary teacher, all dedicated to providing quality education. The head teacher, A. KADIR BARBHUIYA, leads the school’s educational initiatives. The school operates on an academic calendar commencing in April. Its location in a rural area highlights its crucial role in bridging the educational gap within the community.

The school’s unique features underscore its commitment to education. Its co-educational nature promotes gender equality, while the pre-primary section lays a strong foundation for early childhood development. The implementation of a mid-day meal program addresses the nutritional needs of the students, mitigating the barriers to education often faced by disadvantaged communities.

The absence of certain amenities, such as a library and computer lab, while noteworthy, doesn’t diminish the school’s importance in providing basic education to children in a rural setting. It highlights the challenges faced by many schools in providing comprehensive educational resources.

Future development could focus on enhancing the existing infrastructure by adding a library, computer lab, and playground to enrich the learning experience. These additions would not only improve academic outcomes but also foster a more holistic educational environment.

The school’s dedication to providing quality education despite infrastructural limitations makes 940 NO ASODDAR ALI MEMO LPS a model institution for other schools in rural areas. Its focus on core educational principles in a resource-constrained environment demonstrates its significance in the community.

The government’s continued support and investment in the school are crucial for its future growth and development. Further improvements in infrastructure and resources could greatly enhance the learning experience for students, fostering a brighter future for the community.

940 NO ASODDAR ALI MEMO LPS is a vital educational hub in its community, providing foundational education to children in a rural setting. While challenges remain, the school’s dedication to providing quality education, despite resource constraints, underscores its significant contribution to the community’s development. Its ongoing operation exemplifies the importance of providing educational access in underserved areas.