BARBALI SAMARALI DIGHIRPAR LPS

BARBALI SAMARALI DIGHIRPAR LPS was established in 1974 and it is managed by the Department of Education. It is located in Rural area. It is located in LANKA block of NAGAON 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 4 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 a playground. The school has a 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.

Barbali Samarali Dighirpar LPS: A Rural Primary School in Assam

Barbali Samarali Dighirpar Lower Primary School (LPS), located in the rural expanse of Lanka block, Nagaon district, Assam, stands as a testament to primary education in the region. Established in 1974 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. Its commitment to education is evident in its provision of a pre-primary section, catering to the youngest learners.

The school’s infrastructure comprises a government-provided building, housing four classrooms in good condition. While lacking a boundary wall and electricity, the school ensures its students’ well-being with functional boys’ and girls’ toilets and access to drinking water through hand pumps. A playground and library, though currently without books, offer recreational and learning opportunities. Importantly, ramps are available to ensure accessibility for students with disabilities.

The school’s academic approach is centered around Assamese as the medium of instruction. Two male teachers dedicate their efforts to educating the students, with the school providing and preparing midday meals on the premises. The school operates on an academic calendar commencing in April, ensuring consistent learning throughout the year.

The school’s management emphasizes providing a holistic learning environment. While not equipped with computers or a computer-aided learning lab, the school’s focus remains on fundamental primary education. The absence of a boundary wall highlights potential areas for improvement in school security and infrastructure.

The lack of electricity presents a challenge, potentially limiting access to modern teaching aids and resources. However, the presence of a library and playground, along with functional sanitation facilities, showcases the school’s commitment to providing a safe and supportive learning environment.

The school’s rural setting also provides unique educational opportunities, connecting students to their environment and fostering a sense of community. While the lack of female teachers and computer facilities might indicate areas requiring further support, the school’s dedication to providing quality primary education in a resource-constrained environment is undeniable.

Further investment in infrastructure, including electricity and library resources, could significantly enhance the educational experience. Providing additional teacher training and access to technological resources could also broaden the learning opportunities available to the students.

The school’s dedication to providing midday meals is a critical component of its commitment to student well-being, ensuring that students receive adequate nutrition to support their learning.

The school’s accessibility for students with disabilities reflects a commitment to inclusivity and equal educational opportunities. This accessibility feature showcases a proactive approach to meeting the diverse needs of its student population.

The strategic location in the rural area of Lanka block plays a crucial role in providing education access to a community that might otherwise face barriers.

The absence of a head teacher is a notable aspect requiring attention. Ensuring leadership and administrative support within the school is essential for the effective management and further development of Barbali Samarali Dighirpar LPS.