964 NO. SUKHTALA LPS (PART-2)

964 NO. SUKHTALA LPS (PART-2) was established in 1971 and it is managed by the Department of Education. It is located in Rural area. It is located in NARSINGPUR block of CACHAR 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 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 Well 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 a library and has 60 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.

964 NO. Sukhtala LPS (Part-2): A Comprehensive Overview of a Rural Primary School in Assam

964 NO. Sukhtala LPS (Part-2), a government-run primary school in Assam, India, offers a glimpse into the educational landscape of rural India. Established in 1971 and managed by the Department of Education, this co-educational institution serves students from Class 1 to Class 5. Located in the Narsingpur block of Cachar district, the school caters to a predominantly rural population, playing a vital role in providing foundational education to the community.

The school’s infrastructure includes three well-maintained classrooms dedicated to teaching, along with two additional rooms for administrative and non-teaching activities. A dedicated room for the head teacher further enhances the organizational structure. While the school boasts a functional library housing 60 books, it currently lacks a boundary wall and electricity connection. A well serves as the source of drinking water, ensuring access to this essential resource for students and staff.

In terms of sanitation, the school provides one functional boys’ toilet and two functional girls’ toilets. Importantly, ramps for disabled children are available, ensuring inclusive access to the school facilities. The school follows a Bengali medium of instruction, aligning its curriculum with the local language and cultural context. The school’s academic year begins in April, conforming to the standard academic calendar.

The school’s teaching staff comprises five teachers, including three male teachers and two female teachers, working collaboratively to impart education. One head teacher leads the institution, overseeing the academic and administrative aspects of the school. The school’s management operates under the Department of Education, benefiting from the support and resources provided by the governing body.

Interestingly, the school also operates a pre-primary section, extending its educational services to younger children. The school emphasizes the importance of nutrition by providing mid-day meals, prepared and served within the school premises, ensuring that students receive proper nourishment to support their learning. This program addresses potential nutritional deficiencies and reduces the burden on families.

The school’s location, accessibility, and the provision of essential amenities significantly impact its capacity to serve the community. The availability of a library, albeit small, fosters a love for reading and provides access to essential learning materials beyond the classroom. The presence of toilets ensures hygienic conditions and promotes sanitation practices.

Although the school currently lacks a playground and computer-aided learning facilities, its dedicated staff, coupled with the provision of essential services like drinking water and mid-day meals, contributes to creating a conducive learning environment. The school’s commitment to inclusivity, evident in the provision of ramps for disabled children, underscores its dedication to serving all students equitably.

The absence of a boundary wall and electricity may represent challenges, but the overall dedication and functionality of 964 NO. Sukhtala LPS (Part-2) speak volumes about its contribution to primary education in the rural region. The school’s commitment to providing a well-rounded education, combined with its supportive infrastructure and dedicated staff, demonstrates its significant role in shaping the future of its students.

Future improvements could focus on acquiring computers and establishing a computer-aided learning lab to enhance educational opportunities, as well as constructing a boundary wall to enhance safety and security. The addition of a playground would further enrich the learning experience by providing opportunities for physical activity and social interaction.

In conclusion, 964 NO. Sukhtala LPS (Part-2) stands as a testament to the dedication of educators and the commitment to providing basic education in underserved rural areas. While challenges remain, the school’s efforts in providing a functional learning environment with essential amenities, coupled with its inclusive approach, highlight its significance in the community it serves. Further investments and support could significantly enhance its capacity and impact.