ALUBARI LPS

ALUBARI LPS was established in 1979 and it is managed by the Unrecognised. It is located in Rural area. It is located in EAST block of GOLAGHAT 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 Private building. It has got 1 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 None and it is functional. The school has 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has a 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.

ALUBARI LPS: A Rural Primary School in Assam

ALUBARI LPS, a primary school located in the rural East block of Golaghat district, Assam, offers a glimpse into the educational landscape of a typical rural Indian community. Established in 1979, this unrecognised school plays a vital role in providing primary education to the children of the area. Its co-educational structure caters to students from Class 1 to Class 5, also featuring a pre-primary section.

The school’s infrastructure, while modest, serves its purpose. Housed in a private building, it comprises a single classroom, ensuring that every student has access to a learning space. A playground is available for recreational activities, providing essential physical activity for the students. Notably, the school operates without electricity, highlighting the challenges faced by many rural schools in accessing basic infrastructure. The lack of a boundary wall presents a further challenge, but the school persists, providing education despite these limitations.

The teaching staff comprises a dedicated team of three teachers: one male teacher, and two female teachers. The head teacher, Gopikanta Borah, leads the school, providing guidance and support. The instruction medium is Assamese, reflecting the local language and cultural context. The school operates on an annual academic calendar, starting its session in April.

Meals are prepared and provided on-site for students, a crucial aspect ensuring that no child suffers from hunger while attending school. This underscores the school’s commitment to the holistic well-being of its pupils. The school’s management, being unrecognised, might indicate a need for increased support and recognition from relevant authorities to enhance its resources and infrastructure.

The school’s location in a rural area presents unique challenges, with access to resources and facilities often being limited. However, the presence of a playground highlights an intention to provide a balanced educational experience, going beyond just academics. The absence of a library and computers indicates a potential area for improvement, but the dedication of the teachers and provision of mid-day meals illustrate a strong commitment to education despite the limited resources.

The school’s long history, since 1979, reflects its continuous presence within the community. Despite the absence of modern amenities such as computers and a library, the school serves its purpose well. The dedication of the teaching staff and provision of midday meals demonstrate a commitment to educating the local children.

The lack of a boundary wall and electricity underscores the infrastructure challenges faced by many rural schools. However, these limitations do not diminish the importance of ALUBARI LPS to the community. It serves as a vital hub for learning and growth in a rural area, providing primary education to its students.

The school’s co-educational nature ensures equal access to education for boys and girls. The pre-primary section further extends its reach, providing early childhood care and education. The school’s management status might hinder access to certain resources and support, but the teachers’ dedication and commitment make the school a beacon of education in the village.

The provision of meals on the school premises is commendable, ensuring that children receive nutritious food, thereby enabling them to focus on their studies. This holistic approach to education showcases the school’s commitment to its students’ overall development and well-being.

In conclusion, ALUBARI LPS, despite its limitations, plays a critical role in the community. The school’s future would benefit significantly from improved infrastructure, resources, and recognition, allowing it to better serve the educational needs of its students. However, its dedication to its students makes it an important educational institution in rural Assam.